\'7\1 


The  Professional  Education 
of  Teachers  in  Cleveland 


A  Report  Concerning  the  Work  and 

Possibilities  of  The  Cleveland 

School  of  Education  in  Affiliation 

with  The  Western  Reserve 

University 

Prepared  under  the  Auspices  of  The 

Cleveland  Foundation  by  William 

C.  Bagley,  John  W.  Withers, 

George  Gailey  Chambers 


A    M  '«Jsn3BX(£s 


THE 

PROFESSIONAL  EDUCATION 

OF 

TEACHERS  IN  CLEVELAND 


•i 


SOUTHERN  BRANCH, 

iiycHSlTY  OF  CALIFORNIA, 

LIBRARY, 

J_OS  ANGilLES,  CALIF. 


Report  and  Recommendations  of  an  Educational 
Commission  {William  C.  Bagley,  Chairman,  John  W. 
Withers,  and  George  Gailey  Chambers)  Appointed  and 
Financed  by  the  Cleveland  Foundation  at  the  Request 
of  the  Joint  Conference  Committee  of  the  Cleveland 
School  of  Education  and  Western  Reserve  University. 


53777 


J.   D.  Williamson,    Chairman 
Thomas  L,.  Johnson  Malcolm  L,.  McBride 

W.  H.  Prescott  Belle  Sherwin 


Leonard  P.  Ayres,  Secretary 
James  R.  Garfield,  Counsel 
Raymond  Moley,    -    Director 


The  members  of  the  Joint  Conference  Committee 
desire  to  express  their  thanks  to  the  Cleveland  Founda- 
tion Committee  and  to  its  Director  for  appointing  a 
Commission  of  educational  experts  whose  report  and 
recommendations  are  printed  in  this  volume  and  for  the 
appropriation  of  the  funds  necessary  to  finance  the 
work  of  this  Commission. 


EDUCATIONAL  COMMISSION 


William  Q,.B4ai^EY,    ....,•:: 

Professor '^f\££lHd'afi(Jn^'  TzaspliQ^s'  <5 filled e,  'C'aknnhia''Unwef>sity',  Chairman. 

Ekdn'of  ilie  ^chSot  df 'Education  o'f  New 'York  University. 

George  Gailey  Chambers, 

Director  of  Admissions  Committee  and  Secretary  of  the  Faculty, 
School  of  Education,   University  of  Pennsylvania,  Secretary. 
Note:     For  Governing   Boards  and  Administrative  Officers   see  Appendix   A,   page   77. 


L.f3    . 

1-7'"? 

03  Cs 


LETTER  OF  TRANSMITTAL 

January  25,    1922. 
The  Joint  Conference  Committee  of  The  Cleveland  School 
OF  Education  and  Western  Reserve  University. 
Dr.  G.  C.  Robinson,  Chairman. 
Dr.  Ambrose  L.  Suhrie,  Secretary. 

Dear  Sirs : — 

I  am  authorized  by  the  Cleveland  Foundation  Committee  to 
transmit  to  the  Joint  Conference  Committee  the  report  of  the  Com- 
mission on  the  Professional  Education  of  Teachers  in  Cleveland. 

The  Foundation  Committee  has  followed  with  great  interest 
this  significant  effort  to  bring  into  effective  unity  the  facilities 
of  Western  Reserve  University  and  the  Cleveland  School  of  Educa- 
tion, It  is  unquestionably  through  such  adjustments  as  are  indicated 
in  this  report  that  a  complete  unification  of  the  agencies  for  higher 
education  in  Cleveland  may  be  achieved.  To  this  end  the  Joint 
Conference  Committee  and  its  work  has  furnished  a  most  con- 
spicuous example  of  cooperation.  It  is  our  hope  that  the  action 
of  the  Foundation  in  the  appointment  and  support  of  the  Com- 
mission may  contribute  in  a  helpful  manner  to  the  permanence  of 
the  working  agreement  which  the  Joint  Conference  Committee  has 
made  possible. 

Very  truly  yours, 

Raymond  Moley, 

Director. 


FOREWORD 


Western  Reserve  University  and  the  Cleveland  Normal  Train- 
ing School  first  entered  upon  a  program  of  cooperation  in  offering 
courses  for  teachers  during  the  summer  of  1915.  This  agreement, 
which  was  of  a  very  informal  nature,  was  in  force  until  July, 
1920,  when  a  more  formal  and  definite  contract  was  officially  entered 
into  between  the  Trustees  of  the  University  and  the  Cleveland 
Board  of  Education  (which  is  the  controlling  Board  of  the  Cleve- 
land School  of  Education — formerly  the  Cleveland  Normal  Train- 
ing School.)  By  the  terms  of  this  agreement  the  administration  of 
the  joint  program  of  courses  was  vested,  subject  to  the  approval  of 
the  governing  Boards,  in  a  Joint  Conference  Committee  consisting 
of  six  persons,  three  representing  the  University  and  three  repre- 
senting the  Cleveland  School  of  Education.  The  trustees  of  the 
University  designated  the  Dean  of  Adelbert  College,  the  Secretary- 
Treasurer  of  the  University,  and  the  Professor  of  Education  of  the 
College  for  Women  as  members  of  the  Committee  and  the  Cleve- 
land Board  of  Education  adopted  a  resolution  providing  that  the 
Cleveland  School  of  Education  should  be  represented  on  the  Com- 
mittee by  the  President  of  the  Board,  the  Superintendent  of  Schools, 
and  the  Dean  of  the  Cleveland  School  of  Education  as  ex  officio 
members. 

The  Joint  Conference  Committee  officially  organized  on  Novem- 
ber 11,  1920.  After  some  discussion  of  the  problems  which  con- 
fronted the  Committee,  it  was  unanimously  agreed  that  in  formu- 
lating an  educational  policy  and  in  determining  plans  for  the  admin- 
istration of  the  joint  program  advice  should  be  sought  not  only 
from  within  the  Cleveland  School  of  Education  and  the  University 
but  from  sources  outside  of  these  groups  and  more  particularly 
from  experts  in  other  universities,  professional  schools  for  teachers, 
and  public  school  systems. 


Commission,  if  made  available  in  Cleveland  and  other  urban  com- 
munities, will  be  of  far  reaching  significance  in  promoting  economy 
and  efficiency  in  the  professional  education  of  teachers. 

The  Joint  Conference  Committee  desires  to  express  sincere 
thanks  to  the  Foundation  for  the  interest  manifested  in  the  problems 
which  the  Committee  has  had  to  solve  and  for  financing  the  work 
of  the  Commission;  to  the  members  of  the  Commission  for  the 
breadth  of  their  inquiry  and  for  the  high  quality  of  the  professional 
work  they  have  done  in  formulating  this  report  and  these  recom- 
mendations; and  to  the  Cleveland  Board  of  Education  for  pro- 
viding the  funds  to  print  and  to  distribute  this  report  among  the 
members  of  the  governing  boards  and  faculties  of  both  institu- 
tions and  among  the  teachers  and  citizens  of  Greater  Cleveland, 

The  Joint  Conference  Committee, 

G.  C.  Robinson,  Chairman, 
Ambrose  L.  Suhrie,  Secretary. 


CONTENTS 


Chapter  I  The    Problem   1 

Chapter  II         The  Special  Problems  of  the  Junior  and  Senior  Teachers 

Colleges    5 

Chapter  III       The  Advanced  Education  of   Elementary  School   Teachers  11 

Chapter  IV        The    Advanced    Education    of    Junior    and    Senior    High 

School  Teachers  23 

Chapter  V  Courses   for   Supervisors   and  Administrators 27 

Chapter  VI        Courses  for  Special  Teachers  and  for  Other  School  Officers 

and   Employes   31 

Chapter  VII      Admission  and  Advanced  Standing  33 

Chapter  VIII  The  Organization  of  the  Faculty  of  the  Senior  Teachers 
College  and  the  Administration  of  Courses,  Leading 
to  Degrees  in  Education  45 

Chapter  IX        Experimental,   Demonstration  and  Training  Schools 53 

Chapter  X  The    Teaching-Load    in    Relation    to    the    Maintenance    of 

Good  Standards  of  Instruction  57 

Chapter  XI        Financing  the  Work  of  the  Senior  Teachers  College 59 

Chapter  XII      The  Contract  between  the  Cleveland  School  of   Education 

and  Western  Reserve  University  63 

Chapter  XIII       The    Cooperation    of    Educational    Institutions    and    Civic 
and  Social  Agencies  ofXleveland  in  the  Professional 
Education  of  Teachers  69 

Chapter  XIV    Summary  and  Conclusion  72 

Appendix  A  Governing  Boards  and  Administrative  Officers  of  the  Senior 
Teachers  College  of  the  Cleveland  School  of  Education 
and  Western  Reserve  University  76 

Appendix  B        Regulations    Governing   the   Administration   of    Extension 

Courses  for  Teachers  79 

Appendix  C        Requirements  Governing  the   Granting  of   the  Degree  of 

Bachelor  of  Education  by  Western  Reserve  University  84 

Appendix  D        Requirements  Governing  the  Granting  of   the  Degree  of 
Master  of  Arts  in  Education  by  Western  Reserve  Uni- 
versity   88 


THE  PROFESSIONAL  EDUCATION 
OF  TEACHERS    IN  CLEVELAND 


CHAPTER  I. 
The  Problem 


Throughout  the  country  there  is  a  growing  conviction  that 
the  professional  education  of  teachers  for  the  public  school  service 
should  be  revised,  extended  and  markedly  improved  in  quality. 
This  conviction  has  been  intensified  by  the  experiences  of  the  past 
three  or  four  years.  The  points  of  both  strength  and  weakness  in 
the  educational  system  were  brought  into  sharp  relief  by  the  war 
and  especially  by  the  military  draft.  The  bearing  of  trained  intel- 
ligence upon  the  effective  strength  of  the  nation,  the  handicap  that 
illiteracy  places  in  the  path  of  progress,  and  the  peril  that  lies  in 
unassimilated  alien  groups  have  been  clearly  revealed.  The  meagre 
educational  advantages  to  which  the  majority  of  American  citizens 
have  been  limited  is  vividly  expressed  in  Dr.  Spaulding's  statement 
that  we  are  a  "nation  of  sixth-graders," — meaning  by  this  that  one- 
half  of  the  adult  population  have  had  at  most  but  little  more  than 
six  years  of  schooling,  while  from  one  third  to  one  fourth  have 
been  limited  to  three,  four,  or  five  years.  At  the  same  time,  there 
have  been  innumerable  evidences  of  the  good  work  that  the  schools 
and  colleges  have  been  doing  for  those  whom  they  have  been  able 
to  keep  under  their  influence  during  reasonably  long  periods  of 
instruction.  The  colleges  especially  have  been  giving  a  gratifying 
account  of  their  services  in  preparing  scientists  and  technical  experts, 
and  both  the  colleges  and  the  high  schools  have  contributed  to  the 
competent  leadership  that  is  so  important  in  times  of  national  stress. 

Close  upon  the  heels  of  these  revelations  of  the  weaknesses  of 
the  educational  system  on  the  one  hand  and  of  its  elements  of 
strength  upon  the  other  hand,  there  have  come  unmistakable  evi- 


2  THE   PROFESSIONAL  EDUCATION 

dences  that  the  public  school  service  is  not  attracting  to  its  ranks 
either  the  number  or  the  kind  of  young  men  and  women  that  its  im- 
portance demands.  The  high  cost  of  living  and  the  demand  for 
workers  in  other  fields  not  only  caused  a  large  number  of  resigna- 
tions, but  also  discouraged  young  people  from  thinking  seriously  of 
teaching  as  even  a  temporary  occupation.  The  result  has  been  a 
falling  off  in  the  enrollments  of  the  normal  schools  and  teachers' 
colleges  that  will  cause  a  shortage  of  trained  teachers  for  years  to 
come. 

The  situation  as  it  exists  today  calls  clearly  for  a  marked  trans- 
formation in  the  attitude  of  the  public  toward  teaching  as  a  pro- 
fession and  toward  the  professional  education  of  teachers.  This 
transformation,  as  we  have  suggested,  is  already  in  evidence, 
especially  in  the  more  progressive  communities.  In  Michigan,  Iowa, 
Ohio,  Nebraska,  Missouri,  California,  Minnesota,  Rhode  Island, 
Louisiana  and  Illinois,  the  State  normal  schools  have  been  given 
legal  recognition  as  teachers'  colleges,  and  steps  have  been  taken 
to  make  these  institutions  strong  professional  colleges  in  fact  as 
wdl  as  in  name,  to  the  end  that  teachers  in  the  elementary  schools 
may  ultimately  have  a  broad  foundation  for  their  important  work. 
In  New  York,  the  State  normal  schools  have  heretofore  offered  only 
two-year  professional  programs.  Beginning  in  September,  1921, 
the  standard  has  been  raised  to  three  years,  and  there  is  every  indi- 
cation that  a  fourth  year  will  soon  be  added.  The  same  tendencies 
are  to  be  noted  in  the  teachers'  training  schools  maintained  by  city 
school  systems.  In  Detroit,  for  example,  the  City  Normal  School 
has  recently  become  the  Detroit  Teachers'  College,  and  extensive 
developments  of  its  work  aim  not  only  to  improve  the  preliminary 
preparation  of  prospective  teachers,  but  also  to  afford  to  teachers 
already  in  the  service  an  opportunity  to  add  to  their  educational 
equipment. 

Cleveland  has  been  well  in  the  forefront  of  this  movement 
toward  higher  professional  standards  for  the  public  school  service. 
The  reorganization  of  the  Cleveland  Normal  School  under  the  name 
of  the  Cleveland  School  of  Education  in  1918  was  followed  almost 
immediately  by  the  provision  of  courses  especially  adapted  to  the 
needs  of  teachers  in  service.  The  success  of  these  courses  has 
led  to  a  demand  that  the  School  with  its  present  facilities  is  quite 


OF  TEACHERS  IN   CLEVELAND  3 

unable  to  meet  without  hampering  it  in  the  work  of  pre-service 
training.  The  School  is  fortunate,  however,  in  its  proximity  to 
Western  Reserve  University.  It  is  still  more  fortunate  in  the  fact 
that  the  faculties  of  Adelbert  College  and  the  College  for  Women 
are  well  disposed  toward  the  Cleveland  School  of  Education  and  are 
willing  to  cooperate  with  the  city  school  authorities  in  their  efforts 
to  solve  the  problem  of  adequately  prepared  teachers  for  the  public 
schools.  Both  from  the  standpoint  of  economy  and  from  the  stand- 
point of  efficiency,  the  most  practicable  solution  of  this  problem 
is  to  establish  a  close  affiliation  between  the  Cleveland  School  of 
Education  on  the  one  hand  and  Western  Reserve  University  on  the 
other  hand.  It  is  the  purpose  of  this  report  to  suggest  the  out- 
standing principles  that,  in  the  judgment  of  the  Commission,  should 
govern  this  affiliation. 


CHAPTER  II. 

The  Special  Problems  of  the  Junior  and  Senior 
Teachers  Colleges 

The  Junior  Teachers  College 

The  Cleveland  School  of  Education  now  provides  two-year 
programs  of  studies  preparing  for  teaching  in  the  Kindergarten 
or  in  the  elementary  schools,  together  with  numerous  extra-mural 
and  extension  courses  for  teachers  in  service.  This  report  is  con- 
cerned only  indirectly  with  the  two-year  or  Junior  Teachers  College 
program.  It  is  assumed  that  the  requirements  for  high  school 
graduates  who  wish  to  make  initial  preparation  for  the  elementary 
school  service  will  not  be  extended  beyond  the  present  two-year 
basis  until  the  shortage  of  trained  teachers  that  now  exists  shall 
have  been  corrected.  It  is  assumed,  too,  that  the  Junior  Teachers 
College  work  will  be  exclusively  controlled  and  supported  by  the 
Cleveland  Board  of  Education,  and  that  all  questions  involved  in 
the  proposed  affiliation  of  the  Cleveland  School  of  Education  and 
Western  Reserve  University  will  be  concerned  exclusively  with 
courses  on  the  Senior  Teachers  College  level  which  for  the  present 
are  to  be  offered  primarily  to  teachers  in  service. 

There  are,  however,  two  phases  of  the  Junior  Teachers  College 
administration  upon  which  the  Commission  ventures  recommenda- 
tions : 

1.  At  the  present  time,  admission  to  the  Junior  Teachers  College 
is  based  upon  high  school  graduation  with  minor  restrictions. 
We  believe  that  it  would  be  of  very  great  advantage  to  the  service 
to  limit  admission  to  those  high  school  graduates  who  are  in  the 
upper  two  thirds  of  their  classes  in  respect  to  average  scholarship 
grades  maintained  during  the  four  years  of  high  school  work,  with 
the  proviso  that  applicants  who  have  failed  to  attain  this  standard 
may  be  permitted  to  take  entrance  examinations  (which  should 
include  appropriate  mental  and  educational  tests)  to  the  end  that  no 
really  competent  candidates  may  be  excluded  solely  on  account  of  a 
low  high  school  record.  It  has  been  found  by  careful  study  in  other 
cities  that  persons  in  the  lowest  third  of  the  high  school  graduating 
classes  do  not  as  a  rule  become  satisfactory  teachers  and  show  little 
disposition  to  continue  their  development  after  they  have  entered 


6  THE   PROFESSIONAL  EDUCATION 

the  service.  All  too  often  they  have  acquired  either  the  "habit 
of  failing"  or  the  unfortunate  attitude  of  being  satisfied  with  a 
low  standing.  On  the  other  hand,  the  high  school  graduates  who 
rank  with  the  upper  third  or  the  upper  half  of  their  classes  have 
been  found  to  be  unusually  desirable  material  out  of  which  to 
develop  progressive  and  efficient  teachers.  It  is  the  belief  of  the 
Commission  that  the  suggested  restriction  will  not  operate  even 
at  the  outset  seriously  to  reduce  the  enrollment  in  the  Junior 
Teachers  College,  while  it  will  in  a  short  time  serve  to  make  admis- 
sion to  the  Cleveland  School  of  Education  a  real  privilege  in  the 
minds  of  high  school  pupils. 

It  is  also  recommended  that  all  applicants  for  admission  to 
the  Junior  Teachers  College  classes  be  given  a  careful  physical 
examination  and  that  those  who  are  clearly  unfitted  by  physical 
defects  to  undertake  the  exacting  work  of  teaching  be  excluded. 

With  regard  to  the  admission  of  students  from  institutions 
other  than  the  Cleveland  public  high  schools,  similar  restrictive 
rules,  we  believe,  should  hold.  From  neighboring  high  schools 
with  the  work  of  which  the  officers  of  the  Cleveland  School  of 
Education  are  familiar,  applicants  who  rank  in  the  upper  two  thirds 
of  the  graduating  classes  may  well  be  admitted.  Students  from 
other  high  schools  public  and  private  should  be  admitted  only 
upon  examination.  In  order  to  avoid  injustice,  the  same  standard 
should  be  applied  to  students  entering  with  advanced  standing  from 
institutions  (collies  and  normal  schools)  of  collegiate  grade:  that 
is,  (1)  the  high  school  records  of  such  applicants  should  clearly 
qualify  them  for  admission  or  (2)  the  collegiate  records  should 
show  them  to  be  strong  students  or  (3)  they  should  be  required  to 
take  the  qualifying  examinations.  The  requirements  of  a  physical 
examination  should,  of  course,  hold  for  students  from  other  insti- 
tutions.^ 

Within  a  period  of  two  or  three  years  it  is  quite  likely  that  the 
standards  for  admission  to  the  Junior  Teachers  College  can  be  so 
advanced  as  to  limit  registration  to  those  students  who  rank  with  the 
upper  half  of  the  high  school  graduating  classes.  The  Commission 
recommends  that  any  changes  now  made  be  accompanied  in  the 
printed  announcements  by  a  statement  to  the  effect  that  a  further 
advance  in  standards  will  probably  be  put  into  effect  not  later  than 
September,  1923. 


1  Chapter  VII   of  this  report  discusses  in  detail  the  problems   involved   in   the  admin- 
istration of  credit   including  the  transfer  of  credits  from  other  institutions. 


OF  TEACHERS   IN   CLEVELAND  7 

2.  It  is  of  the  greatest  significance  to  the  ultimate  success 
of  the  affiliation  of  the  Cleveland  School  of  Education  and  West- 
ern Reserve  University  not  only  that  the  standards  of  admission  to 
the  Junior  Teachers  College  be  as  high  as  is  consistent  with  the 
demand  for  and  the  supply  of  recruits  for  the  service,  but  also  that 
the  work  done  in  the  Junior  Teachers  College  be  of  a  superior 
quality.  This  may  be  best  insured  through  the  development  of 
a  strong  faculty.  In  this  statement,  no  criticism  of  the  present  staff 
of  the  Cleveland  School  of  Education  is  implied.  The  Commission 
believes,  however,  that  every  effort  should  be  made  in  future  ap- 
pointments to  secure  the  services  of  the  very  best  persons  available. 
The  men  and  women  who  do  the  work  of  the  Junior  Teachers 
College  will  share  with  the  staff  of  Western  Reserve  University 
the  work  of  the  Senior  Teachers  College.  They  should  be  thoroughly 
conversant  with  the  elementary  school  problem  and  sympathetic 
with  the  elementary  school  service.  This  combination  of  thorough 
scholarship  and  intense  devotion  to  the  elementary  school  problem 
is  not  easy  to  find  or  to  develop,  but  upon  its  discovery  or  its  develop- 
ment will  depend  in  very  large  measure  the  successful  outcome 
of  the  present  plans  for  the  elevation  of  public  school  teaching 
to  the  rank  of  a  true  profession. 

Of  the  largest  importance  in  recruiting  a  suitable  staff'  will  be 
a  liberal  salary  policy.  The  Cleveland  School  of  Education  will 
be  engaged  in  a  task  sufficiently  important  to  the  city  to  warrant 
the  payment  of  salaries  that  will  enable  the  institution  to  attract 
the  very  best  available  talent.  The  following  schedule  is  presented 
as  a  suggestion  of  the  scale  of  compensation  that  would  be  necessary 
at  the  present  time  to  attain  this  end : 

For  professors  $4,500  to  $6,500  or  more 

For  associate  professors  3,500  to     5,000 

For  assistant  professors  3,000  to    4,000 

For  instructors  2,500  to     3,000 

Such  a  salary  schedule  would  be  by  no  means  excessive  in 
view  of  the  importance  of  the  work  with  which  the  institution  is 
entrusted,  in  view  of  the  competition  of  other  institutions  for 
high  grade  instructional  and  research  talent,  and  in  view  of  the 
much  larger  salaries  that  exceptionally  competent  men  and  women 
command  not  only  in  business  and  industry  but  also  in  the  adminis- 
trative and  supervisory  branches  of  the  educational  service.  During 
the  year,  some  of  the  state  universities  have  offered  from  $7,500  to 


8  THE   PROFESSIONAL  EDUCATION 

$10,000  a  year  to  persons  who  can  do  the  type  of  work  that  the 
Cleveland  School  of  Education  should  represent.  By  paying  much 
larger  salaries,  corporations  have  drawn  men  from  the  education 
departments  of  the  colleges  and  universities  to  organize  and  super- 
vise the  training  of  salesmen  and  other  employes. 

The  Senior  Teachers  College 
The  fundamental  purpose  of  the  Senior  Teachers  College  for 
the  present  at  least  will  be  the  further  education  of  the  teachers 
now  in  service  in  the  schools  of  Cleveland  and  its  vicinity.  Before 
discussing  in  detail  the  means  by  which  this  purpose  may  be  fulfilled, 
it  will  be  well  briefly  to  analyze  the  situation  that  the  teaching  per- 
sonnel presents  in  order  to  make  clear  the  very  great  advantage 
that  the  public  will  derive  from  the  further  education  of  these 
teachers. 

In  every  large  city,  the  public  school  teachers  represent  two 
types:  (1)  a  group  of  young  and  inexperienced  teachers,  and  (2) 
a  group  of  mature  and  relatively  permanent  teachers.  In  Cleveland, 
approximately  one  half  of  the  elementary  school  teachers  are  between 
twenty  and  thirty  years  of  age;  the  other  half  are  above  thirty 
years  of  age.  Of  the  young  women  entering  the  service,  at  twenty 
years  of  age,  approximately  one  half  leave  before  they  have  passed 
the  age  of  thirty.  These  are  the  transient  members  of  the  staff. 
Those  who  remain  in  the  service  after  the  age  of  thirty  are  the 
stable  elements  in  the  teaching  personnel.  In  many  ways,  this  group 
of  mature  and  permanent  teachers  in  the  city  school  systems  con- 
stitutes the  backbone  of  the  profession  of  teaching.  With  them 
taeching  is  a  life  work  and  not  a  casual  and  temporary  occupation. 
Upon  the  provisions  that  are  made  for  their  continued  growth  will 
depend  in  very  large  measure  the  success  of  the  schools. 

It  is  a  matter  of  vital  concern  to  the  public,  then,  to  give  to 
these  mature  and  permanent  teachers  every  possible  inducement 
to  advance  themselves  professionally.  "Professional  advancement" 
in  the  past  has  usually  meant  "promotion"  from  lower  grade  ser- 
vice to  upper  grade  service,  from  elementary  service  to  high  school 
service,  from  teaching  to  supervision,  or  from  teaching  to  adminis- 
tration. This  naive  conception  of  advancement  and  promotion  in 
educational  work  has  operated  most  disastrously  to  discredit  the 
actual  work  of  teaching  boys  and  girls,  especially  in  the  lower 
schools,  and  has  placed  a  disproportionate  emphasis  upon  the  so- 


OF  TEACHERS  IN  CLEVELAND  y 

called  "higher"  levels  of  teaching  and  especially  supervision  and 
administration.  It  reveals  a  misconception  of  education  as  thor- 
oughly fallacious  as  that  which  would  rate  a  physician  lowest  if  he 
specialized  in  the  diseases  of  childhood  and  highest  if  he  specialized 
in  the  diseases  of  old  age ;  as  fallacious  as  that  which  would  rate 
the  hospital  administrator  higher  in  the  scale  than  the  skilled  operat- 
ing surgeon. 

It  is  this  misconception  of  educational  advancement  that  the 
newer  theories  of  teacher-preparation  are  striving  to  correct.  "As 
long  as  the  situation  requires  that  a  teacher  rise  by  changing  his 
work  instead  of  by  capitaHzing  his  experience  and  improving  his 
work,  little  genuine  progress  toward  professional  efficiency  can  be 
realized."  ^  The  first  step  toward  raising  the  standards  of  the 
public  school  service  must  consequently  aim  to  make  teaching  as 
such  and  teaching  on  any  of  the  so-called  educational  "levels"  an 
attractive  career. 

In  large  cities  conditions  are  most  favorable  for  effecting  this 
change  in  point  of  view  toward  classroom  work.  As  has  been 
pointed  out,  there  already  exists  in  these  cities  a  body  of  mature 
and  permanent  teachers  who  need  only  the  encouragement  of  a 
changed  public  attitude  toward  their  work  and  better  organized 
and  greatly  increased  facilities  for  further  education  to  be  trans- 
formed into  a  thoroughly  professionalized  group.  A  second  favor- 
able condition  lies  in  the  tendency  in  many  city  school  systems  to 
minimize  the  distinctions  between  elementary  school  and  high  school 
service  as  well  as  the  distinctions  between  teaching  and  supervision 
provided  that  the  standards  of  training  for  these  different  types  of 
school  work  are  approximately  equal.  In  the  third  place,  the  salary 
policies  of  the  city  school  systems  in  their  recent  development, 
quite  properly  lay  large  emphasis  upon  the  further  education  of 
teachers  as  the  chief  determinant  of  salary  advances.  Beyond  the 
increments  that  mere  persistence  in  the  service  may  earn,  salary 
increases  are  coming  to  be  based  very  largely  upon  the  zeal  of  the 
teachers  in  securing  additional  equipment  in  the  way  of  training 
and  broader  education.  Within  very  wide  limits  every  significant 
advance  in  training  should  be  met  with  an  advance  in  salary.  In 
this  way,  and  under  present  conditions  only  in  this  way,  can  the 
progressive  development  of  the  schools  be  insured.  A  final  ad- 
vantage of  the  larger  city  school  systems  in  developing  a  thoroughly 


1  The    Professional    Preparation    of    Teachers    for    American    Public    Schools,    Bulletin 
No.   14,   Carnegie  Foundation  for  the  Advancement  of   Teaching,    1914,   p.   137. 


10      THE   PROFESSIONAL  EDUCATION  OF  TEACHERS   IN   CLEVELAND 

professional  teaching  personnel  is  the  existence  in  these  cities  of 
facilities  for  advanced  training  in  connection  with  the  city  training 
schools,  or  virith  local  colleges  and  universities,  or  with  both  as  in 
the  case  of  Cleveland. 

The  proposed  development  in  Cleveland  will  mean  a  close 
cooperation  between  the  Cleveland  School  of  Education  and  Western 
Reserve  University  in  the  provision  of  courses  designed  especially 
for  the  mature  and  relatively  permanent  teachers  now  in  service. 
The  heaviest  emphasis  will  naturally  fall  upon  courses  for  elementary 
school  teachers,  first  because  these  constitute  by  far  the  largest 
group,  and  secondly  because  of  the  basic  significance  of  elementary 
education  to  the  local  community,  the  State,  and  the  Nation.  The 
organization  of  such  courses  is  far  from  a  simple  problem.  Its 
successful  solution  will  constitute  the  crucial  test  of  the  proposed 
development. 

A  second  group  for  whom  courses  should  be  developed  is  made 
up  of  the  teachers  of  the  junior  and  senior  high  schools.  It  is 
essential  that  opportunities  be  offered  to  these  teachers  to  continue 
their  education  and  add  to  their  professional  equipment. 

A  third  problem  is  involved  in  the  preparation  of  teachers  for 
specialized  types  of  service:  the  teaching  of  backward  children; 
the  teaching  of  gifted  children;  the  teaching  of  adolescent  and  adult 
immigrants ;  the  teaching  of  the  blind  and  the  deaf ;  and  the  teach- 
ing of  special  subjects  such  as  music,  the  industrial  arts,  and  the 
vocational  subjects  offered  under  the  provisions  of  the  Smith- 
Hughes  act. 

A  fourth  problem  of  the  Senior  Teachers  College  will  be  the 
preparation  of  principals  and  of  special  supervisors. 

It  is  probable,  too,  that  courses  will  be  developed  for  school 
officers  and  employes  other  than  teachers  and  supervisors :  school 
nurses,  school  physicians,  custodians  of  school  buildings,  and  the  like. 

The  following  sections  of  this  report  will  propose  certain  princi- 
ples that,  in  the  judgment  of  the  Commission,  should  govern  the 
development  of  these  several  types  of  courses,  with  especial  refer- 
ence, first,  to  the  needs  that  the  courses  should  m-eet,  and  secondly, 
to  the  relationships  that  should  be  established  between  the  Cleveland 
School  of  Education  and  Western  Reserve  University  in  meeting 
these  needs.  Inasmuch  as  the  needs  constitute  the  fundamental 
factor  in  the  problem,  these  will  first  be  considered,  and  the  con- 
cluding sections  will  be  given  over  to  the  desired  institutional  rela- 
tionships and  their  administration. 


CHAPTER  III. 
The  Advanced  Education  of  Elementary  School  Teachers 

The  significance  of  elementary  education  to  the  welfare  and 
progress  of  democratic  institutions  is  not  likely  to  be  underestimated 
in  theory.  In  actual  practice,  however,  its  recognition  and  the  provi- 
sions that  have  been  made  for  its  betterment  are  far  from  consistent 
with  the  importance  that  almost  everyone  is  willing  to  grant  to  it. 
The  very  magnitude  of  the  problem  is  in  part  responsible  for  this 
apparent  neglect.  The  enrollment  in  the  elementary  schools  is  more 
than  tenfold  that  in  the  high  schools ;  to  provide  liberally  for  the  lat- 
ter is  a  matter  of  small  expense  as  compared  with  the  task  of  pro- 
viding liberally  for  the  former.  Merely  from  the  standpoint  of  the 
numbers  required,  to  supply  well  prepared  teachers  for  the  high 
schools  is  a  simple  problem  as  compared  with  that  of  supplying 
equally  well  prepared  teachers  for  the  elementary  schools. 

In  addition  to  the  magnitude  of  its  task  as  a  factor  in  explain- 
ing the  relatively  low  status  of  the  elementary  school,  one  should 
note  also  two  conceptions  that  have  operated  especially  against 
the  development  of  high  standards  of  training  for  the  elementary 
service.  In  the  first  place,  it  has  been  assumed  that  elementary 
teaching  is  intrinsically  less  difficult  than  teaching  in  the  high  school 
and  college;  in  the  second  place,  it  has  been  held  that  the  high 
schools  and  colleges  have  as  their  peculiar  function  the  training 
of  leaders,  and  that  in  consequence,  as  long  as  economic  conditions 
make  it  impossible  to  have  for  all  grades  of  instruction  equally  well 
prepared  teachers,  the  best  prepared  should  be  assigned  to  the 
secondary  and  high  institutions. 

The  belief  that  elementary  teaching  is  intrinsically  less  difficult 
than  teaching  on  the  higher  levels  is  based  primarily  upon  the  more 
advanced  character  of  the  subject  matter  taught  in  the  high  schools 
and  colleges.  If  successful  teaching  were  dependent  entirely  upon 
a  mastery  by  the  teacher  of  the  subjects  to  be  taught  there  would  be 
a  certain  measure  of  justification  in  this  contention.  It  is  clear,  how- 
ever, that,  in  addition  to  this  mastery,  the  efficient  teacher  must  be 
able  to  adapt  his  materials  to  the  capacities  and  needs  of  the  learners. 
It  is  at  this  point  that  the  problem  of  the  elementary  school  teacher 


12  THE   PROFESSIONAL  EDUCATION 

becomes  extremely  difficult.  The  elementary  school  is  the  universal 
school.  Its  pupils  are  not  "selected"  in  the  sense  that  high  school 
pupils  are  selected.  They  represent  practically  all  levels  of  mental 
ability,  and  the  task  of  ministering  efifectively  to  their  widely  varying 
capacities  is  one  that  demands  not  only  a  keen  insight  into  child 
nature  but  a  highly  developed  power  of  adaptation.  There  is  every 
reason  to  believe  that  this  essential  power  of  adaptation  can  be 
greatly  enhanced  by  increasing  the  resources  of  the  teacher,  by 
giving  to  him  or  her  a  fund  of  knowledge  far  beyond  the  limits  of 
the  narrow  curriculum  that  the  elementary  school  in  the  past  has 
represented,  and  yet  definitely  related  to  this  curriculum.  The  re- 
cent developments^  in  the  elementary  school  program  and  in  methods 
of  teaching,  indeed,  are  of  a  nature  that  will  require  from  the  teacher 
a  greatly  enriched  equipment. 

The  contention  that  the  elementary  school  problem  should  be 
subordinated  to  the  problems  of  the  secondary  and  higher  institu- 
tions because  the  latter  have  to  do  primarily  with  the  training  of 
potential  leaders  involves  a  fundamental  question  of  educational 
policy  the  import  of  which  is  just  now  obscurd  by  uninformed  senti- 
ment on  the  one  hand  and  unreflective  dogmatism  on  the  other  hand. 
The  first  position  is  represented  by  the  naive  belief  that  inequalities 
in  achievement  are  due  to  lack  of  advantages,  and  that  education,  if 
properly  organized,  can  in  efifect  do  away  with  these  inequalities. 
The  second  position  is  quite  the  opposite  and  is  reflected  in  present 
day  educational  theory  which  has  been  profoundly  influenced  by  the 
wide  differences  in  native  mental  endowment  that  psychologists  have 
so  conclusively  demonstrated  within  the  past  decade.  The  evidence 
is  clear  that  not  only  are  some  children  "born  short"  and  others 
"born  long",  mentally  as  well  as  physically,  but  also  that  these  dis- 
tinctions are  likely  to  persist  throughout  life  irrespective  of  what- 
ever measures  education  may  take  to  "even  things  up".  Certain 
writers  have  inferred  from  these  facts  that  large  investments  in  the 
schooling  of  persons  of  average  and  low  grade  mental  ability  will 
prove  unprofitable,  and  that  the  best  policy  is  to  use  whatever  re- 
sources are  available  for  the  better  education  of  those  who  are  in- 
tellectually "fit".     An  obvious  corollary  of  this  conclusion  is  that 


1  Reference  is  here  made  to  the  development  of  the  "problem"  and  "project"  methods 
of  teaching.  The  clear  tendency  of  these  methods  is  to  shift  the  burden  of  actual  instruc- 
tion from  the  textbook  to  the  teacher.  The  success  of  these  methods  even  in  the  lower 
grades  will  depend  very  largely  upon  the  resources  that  the  teacher  has  "on  call"  when 
the    occasion    demands. 


OF  TEACHERS  IN   CLEVELAND  13 

the  education  of  the  "masses"  is  less  significant  than  is  the  education 
of  the  select  few  who  will  make  up  the  intellectual  "classes"  from 
which  the  leaders  will  inevitably  be  recruited.  This  position,  if  gen- 
erally accepted,  would  clearly  tend  to  keep  universal  elementary  edu- 
cation in  the  subordinate  place  that  it  has  so  long  occupied. 

Even  granting  the  inability  of  education  to  develop  intellectual 
capacity  in  the  individuals  who  are  markedly  lacking  in  "native  in- 
telligence", and  even  assuming  that  only  a  small  proportion  of 
children  are  generously  gifted  with  native  intelligence,  the  conclusion 
that  the  education  of  the  great  masses  of  children  is  a  matter  of 
subordinate  importance  does  not  seem  to  be  justified.  The  efforts 
toward  universal  education,  unsatisfactory  though  they  may  be  when 
measured  against  the  ideals  of  the  visionary,  have  still  been  far  from 
fruitless.  Children  of  average  or  less  than  average  ability  may  not 
indeed  be  changed  into  brilliant  "intellectuals"  by  any  magic  that  the 
school  can  work,  but  they  can  be  trained  and  informed  and  inspired 
in  a  measure  that  will  make  of  them  quite  different  individuals  than 
they  would  be  if  they  lacked  these  educative  influences.  One  has 
only  to  contrast  the  nations  that  have  developed  universal  education 
with  comparable  nations  that  have  neglected  the  masses  of  their 
people  to  be  convinced  of  the  fundamental  influence  which  the  ele- 
mentary school  exerts.  The  abiding  faith  of  the  American  people 
in  the  public  school  need  not  be  shaken  by  a  full  recognition  of  the 
fact  that  education  cannot  accomplish  miracles.  Indeed,  with  a  better 
understanding  of  the  limitations  under  which  the  universal  school 
must  work,  there  should  be  a  lessened  disposition  to  criticize  it  un- 
justly and  a  more  rational  determination  to  hold  it  strictly  responsible 
for  doing  well  the  tasks  that  are  within  its  power. 

Among  these  tasks,  there  is  one  that  is  of  outstanding  signifi- 
cance to  a  democratic  community.  The  chief  function  of  the  ele- 
mentary school  is  to  enable  all  of  the  people  to  work  together  and 
think  together  and  act  together  in  the  solution  of  their  common 
problems,  to  lay  the  basis  of  a  common  understanding  and  a  com- 
mon aspiration.  In  a  word  it  is  to  provide  in  every  possible  way  for 
the  cooperation  which  is  the  essential  factor  in  what  we  call  "good 
citizenship". 

Obviously  not  all  can  be  "leaders"  in  working  out  the  common 
projects  of  the  community,  but  all  can  be  participators.  In  a  demo- 
cratic community  there  is  a  peculiar  type  of  contribution  that  each 
is  called  upon  to  make,  for  all  have  an  equal  voice  in  determining 


14  THE   PROFESSIONAL  EDUCATION 

what  shall  be  attempted  and  an  equal  right  to  evaluate  the  outcome. 
As  distinct  forms  of  social  organization,  indeed,  democracy  and  au- 
tocracy are  most  clearly  contrasted  at  this  point.  In  an  autocracy,  the 
leadership  is  irresponsible ;  in  a  democracy  the  leadership  is  not  only 
the  choice  of  the  "rank  and  file",  but  it  is  continually  subject  to 
evaluation  by  the  rank  and  file.  The  more  thoroughly  informed  the 
electorate,  the  more  intelligent  will  be  its  choice  of  leaders  and  its 
evaluation  of  leadership.  Upon  universal  elementary  education  the 
community  must  depend  for  developing  among  all  of  the  people  the 
highest  possible  level  of  informed  intelligence  and  the  highest  possi- 
ble standards  of  value.  If  the  "will  of  the  people"  is  the  most  power- 
ful force  in  a  democratic  community  it  follows  clearly  that  the  uni- 
versal elementary  school  takes  precedence  over  all  other  educational 
institutions. 

The  developments  of  the  past  thirty  years  in  American  life  have 
intensified  the  significance  of  elementary  education.  The  rapid 
growth  of  cities,  the  evolution  of  industry,  and  the  enormous  increase 
in  national  wealth  have  given  rise  to  a  host  of  quite  new  social  and 
economic  problems,  and  the  war  has  complicated  these  and  has  added 
others  no  less  intricate.  Especially  significant  has  been  the  transition 
of  the  American  people  from  a  predominently  rural  to  a  predomi- 
nently  urban  folk.  At  the  time  when  the  foundations  of  the  Ameri- 
can school  system  were  being  laid,  more  than  ninety-six  per  cent,  of 
the  total  population  of  the  nation  lived  under  rural  conditions  and 
less  than  four  per  cent,  in  cities  and  towns  having  a  population  of 
2,500  or  more.  There  were  no  cities  in  the  modern  sense,  and  no 
city  having  a  population  as  large  as  100,000.  The  experience  of  the 
people  held  much  in  common.  The  problems  which  were  faced  by 
the  community  were  relatively  simple.  The  demands  upon  organ- 
ized public  education  were  few  and  easily  met. 

Today  we  are  rapidly  becoming  a  nation  of  town  and  city 
dwellers.  One  nineteenth  of  our  population  lives  in  a  single  city ; 
one  fourth  are  distributed  among  sixty-eight  large  cities  having  a 
population  of  100,000  or  more ;  one  half  live  in  cities  of  2,500  and 
above.  Life  in  these  cities  has  become  extremely  complex.  The 
common  interests  and  common  problems  are  no  longer  simple  and 
easily  grasped.  Industry  has  been  highly  specialized.  Economic  and 
social  classes  varying  widely  in  interests,  standards,  and  points  of 
view  have  developed.    The  relative  simplicity  of  social  organization 


OF  TEACHERS  IN   CLEVELAND  15 

has  given  place  to  intricate  complexity  and  differentiation.  Under 
these  conditions  the  task  that  the  school  faces  in  its  efforts  to  inte- 
grate the  people,  to  provide  a  pervasive  common  culture,  has  become 
difficult  and  perplexing.  And  it  is  the  elementary  school  that  must 
bear  the  brunt  of  the  burden.  It  is  only  in  early  years  of  life  that 
the  common  knowledge,  ideals,  attitudes  of  mind,  and  standards  of 
value  that  are  necessary  to  social  solidarity  can  be  firmly  established 
and  only  a  school  that  touches  "all  the  children  of  all  the  people" 
during  these  early  years  can  solve  the  problem. 

This  conception  of  the  function  and  importance  of  the  elemen- 
tary school  suggests  two  large  aims  that  the  professional  education 
of  teachers  for  the  elementary  service  should  strive  to  realize : 

1.  It  is  essential  that  the  teachers  in  the  elementary  school  have 
a  clear  understanding  of  the  basic  function  of  elementary  education 
and  a  keen  appreciation  of  its  fundamental  importance.  This  under- 
standing and  this  appreciation  are  essential  not  only  that  the  teachers 
may  undertake  their  work  with  a  maximum  of  intelligent  interest, 
but  also  that  they  may  cooperate  most  helpfully  with  the  school  ad- 
ministrators in  framing  educational  policies  and  carrying  them  into 
effect. 

2.  As  suggested  in  an  earlier  section,  it  is  essential  that  these 
teachers  have  a  generous  equipment,  especially  in  the  types  of  knowl- 
edge and  skill  that  form  the  most  desirable  common  materials  of 
universal  education. 

To  the  realization  of  both  of  these  large  aims,  the  further  co- 
operation of  the  Cleveland  School  of  Education  and  Western  Re- 
serve University  in  the  work  of  a  Senior  Teachers  College  will 
make  large  contributions.  The  preliminary  training  provided  by 
the  Junior  Teachers  College  will  necessarily  concern  itself  largely 
with  the  rudiments  of  the  teacher's  art.  The  time  is  too  limited  to 
permit  a  thoroughgoing  study  either  of  educational  theory  or  of 
the  broader  aspects  of  the  subject  matter  represented  by  the  ele- 
mentary school  program;  nor  do  the  students  fresh  from  the  high 
school  have  the  mental  maturity  and  the  background  of  experi- 
ence that  form  the  best  basis  for  the  advanced  courses  that  we  have 
in  mind.  The  teachers  already  in  service,  however,  can  well  afford 
to  carry  one  or  two  such  courses  during  each  school  year.  Their 
daily  experience  in  their  own  classrooms  will  give  point  and  meaning 
to  their  advanced  studies.  As  they  gain  maturity  and  experience, 
they  will  have  a  continuing  stimulus  to  further  growth. 


16  THE  PROFESSIONAL  EDUCATION 

It  is  scarcely  necessary  to  point  out  that  a  variety  of  specialized 
courses  should  be  developed  for  these  teachers-in-service.  Espe- 
cially important  will  be  the  courses  that  are  directly  related  to  the 
subject  matter  of  the  elementary  program.  It  is  here  that  the  co- 
operation of  certain  university  departments  will  be  perhaps  of 
largest  significance.  A  few  typical  examples  may  be  suggestive  of 
the  wide  range  of  possibilities  which  the  proposed  plan  involves : 

A  basic  study  of  the  elementary  program  is  English.  From  the 
standpoint  of  the  study  both  of  the  language  itself  and  of  its  litera- 
ture, the  equipment  of  the  elementary  school  teacher,  it  is  generally 
agreed,  should  be  greatly  enlarged.  In  the  first  place,  a  more 
thoroughgoing  understanding  of  the  history  of  the  language  will 
throw  light  upon  many  problems  involved  in  teaching  even  its  rudi- 
ments to  children.  In  the  second  place,  such  increased  facility 
in  the  use  of  the  language  as  may  be  gained  from  appropriate 
courses  in  English  composition  can  hardly  fail  to  be  reflected 
in  classroom  practice.  In  the  third  place,  an  almost  inexhaustible 
wealth  of  possibilities  is  presented  by  the  study  of  literature.  The 
actual  content  of  the  elementary  curriculum  in  literature  may  be 
studied  with  great  profit  upon  the  university  plane.  "The  very  fact 
that  many  of  the  poems  of  childhood  are  among  the  oldest  and 
most  persistent  products  of  the  world's  culture  suggests  at  once 
the  wealth  of  material  available  for  a  teachers'  course  in  this  sub- 
ject. It  goes  without  saying  that  a  teacher  can  use  this  literature 
with  children  more  effectively  if  he  knows  its  antecedents  and 
origins,  and  consequently  realizes  that  he  is  dealing,  not  with  trivial 
materials,  valuable  simply  because  they  are  adapted  to  immature 
minds,  but  rather  with  a  significant  and  precious  human  heritage. 
Certainly  in  its  cultural  quality  a  course  of  this  type  may  easily 
be  made  to  compare  favorably  with  any  collegiate  course  in  myth- 
ology or  folk  lore."^ 

Courses  of  this  type,  too,  will  be  likely  to  reveal  materials 
suited  to  elementary  school  use  that  have  not  as  yet  found  a  place 
in  the  elementary  program.  There  is  abundant  room,  also,  for 
teachers'  courses  in  literature  that  deal  with  materials  quite  out- 
side the  elementary  program — courses  for  example  that  have  to 
do  primarily  with  the  principles  of  interpretation  which,  while 
gained,  so  to  speak,  in  an  adult  context,  may  if  properly  presented 
be  effectively  applied  in  the  teaching  of  children. 


1  The  Professional   Preparation   of   Teachers  for  American  Public   Schools,   pp.    150   f. 


OF  TEACHERS  IN   CLEVELAND  17 

Analogous  opportunities  are  presented  in  the  study  of  mathe- 
matics. The  "simple"  arithmetical  processes  that  loom  so  large 
in  the  elementary  curriculum  have  had  a  long  and  interesting  his- 
tory, to  know  something  of  which  will  add  greatly  to  the  teacher's 
appreciation  of  their  importance  and  to  his  understanding  of  the 
difficulties  that  the  young  learner  encounters  in  their  mastery. 
Then  there  is  the  wide  range  of  applications  to  the  problems  of 
business  and  industry.  Arithmetic  in  the  upper  elementary  grades, 
indeed,  has  as  one  of  its  chief  functions  giving  the  child  an  initial 
acquaintance  with  the  way  in  which  the  world's  business  is  organ- 
ized and  conducted,  and  it  is  especially  important  that  the  teacher 
understand  the  elements  at  least  of  such  subjects  as  banking, 
insurance,  taxation,  and  joint-stock  undertakings.  Finally  there 
is  the  contribution  that  the  study  of  the  more  advanced  phases  of 
elementary  mathematics  and  their  application  may  make  to  the 
teaching  of  arithmetic. 

The  field  of  geography  fairly  bristles  with  opportunities  for 
developing  advanced  professional  courses.  To  teach  well  to  fifth 
and  sixth  grade  pupils  the  rudiments  of  physical  geography  de- 
mands upon  the  part  of  the  teacher  a  measure  of  understanding 
far  beyond  that  apparently  presupposed  by  the  brief  courses  in 
this  subject  that  one  usually  finds  in  teacher-training  institutions — 
if,  indeed,  the  institution  offers  anything  whatsoever  beyond  a 
perfunctory  "review"  of  the  elementary  subject  matter. 

Of  equal  importance  and  warranting  an  even  more  extended 
and  thoroughgoing  treatment  are  the  so-called  "  human"  or  social 
and  economic  phases  of  geography.  The  rich  possibilities  in- 
herent in  geography  from  this  point  of  view  have  scarcely  been 
touched  in  the  elementary  school,  and  yet  no  other  subject  could 
be  utilized  more  effectively  to  broaden  the  pupil's  horizon  and  stimu- 
late an  aggressive  interest  in  further  study.  Teachers  who  are 
liberally  equipped  with  the  resources  now  readily  available  for 
advanced  courses  can  make  of  elementary  geography  not  only  a 
fascinating  study  to  practically  all  children,  but  a  most  useful  study 
from  the  point  of  view  of  preparation  for  citizenship.  The  sources 
of  the  goods  which  supply  our  needs ;  the  manners  and  customs  and 
institutions  of  the  people  who  produce  them;  the  effect  of  climate 
and  topography  upon  the  ways  in  which  people  live  and  work ; 
the  agencies  and  routes  of  transportation;  these  are  some  of  the 


18  THE   PROFESSIONAL  EDUCATION 

obvious  topics  concerning  which  every  voting  citizen  should  be 
informed.  But  beyond  the  information  there  is  needed  some- 
thing else, — an  appreciation  of  what  the  goods  of  life  cost  in 
terms  of  human  ingenuity  and  human  effort  and  beyond  this  an 
appreciation  of  the  interdependence  of  peoples  and  nations.  Nor 
is  an  acquaintance  with  the  development  of  geographical  knowledge 
without  its  value.  Not  only  is  the  literature  of  discovery  and 
exploration  intensely  interesting  and  richly  informing  to  the  normal 
child  in  the  later  juvenile  and  early  adolescent  years,  but  the  types 
and  examples  of  persistent  and  effortful  achievement  that  it  pre- 
sents in  an  elemental  and  appealing  context  may  well  form  the  basis 
of   thoroughly   dynamic   ideals   and   standards. 

The  case  of  history  and  the  social  sciences  is  even  more  con- 
vincing. One  may  admit  that  the  historical  equipment  of  the  pupil 
leaving  the  elementary  school  will  necessarily  be  limited  without 
committing  one's  self  to  the  conclusion  that  the  present  very  narrow 
limitation  is  at  all  necessary  or  that  much  more  could  not  be  done 
in  the  time  now  provided  in  the  first  six  grades ;  there  are  abundant 
opportunities  to  lay  sound  foundations.  Courses  that  are  to  be 
directly  related  to  the  needs  of  teachers  in  these  lower  grades 
will  involve  perhaps  a  modification  of  the  courses  in  history  now 
offered  in  the  colleges  as  will  corresponding  courses  in  English, 
mathematics,  and  geography.  It  will  probably  be  agreed  that  the 
emphasis  in  history  should  fall  upon  the  lives  and  customs  of 
peoples — upon  social  and  industrial  development  rather  than  upon 
political  and  economic  history.  The  biographical  element  in  history 
has  in  the  past  had  the  central  place  in  elementary  school  courses 
below  the  seventh  grade,  and  while  there  is  some  evidence  that  we 
have  underestimated  the  capacity  of  even  young  children  to  under- 
take a  more  systematic  study  of  historical  events  it  is  clear  that  too 
much  cannot  be  expected  in  the  way  of  grasping  large  movements. 
The  teacher's  equipment,  then,  should  be  especially  rich  in  the  kind 
of  materials  that  can  unquestionably  be  utilized  in  the  elementary 
school ;  but  this  should  not  be  interpreted  to  mean  that  the  broader 
point  of  view  should  be  neglected  in  the  teacher's  training.  His 
own  treatment  of  the  more  concrete  materials,  especially  as  regards 
selection  and  relative  emphasis,  will  depend  very  largely  upon  his 
understanding  of  their  deeper  meaning. 


OF  TEACHERS  IN   CLEVELAND  19 

What  has  been  said  regarding  these  four  basic  studies  of  the 
elementary  school  program  will  suffice  to  indicate  the  nature  and 
value  of  advanced  professional  courses  that  deal  primarily  with 
the  subject  matter  with  which  the  elementary  teacher  is  chiefly  con- 
cerned. It  is  assumed  that  the  courses  will  be  offered  by  subject 
matter  specialists,  some  of  whom  will  be  members  of  the  Cleveland 
School  of  Education  staff  while  others  will  be  members  of  one  or 
another  of  the  faculties  of  Western  Reserve  University. 

A  second  type  of  advanced  professional  courses  will  deal  with 
the  more  technical  aspects  of  the  elementary  subjects  rather  than 
with  the  greatly  enriched  content  for  such  subjects  that  courses 
of  the  first  type  will  aim  to  supply.  Reference  is  here  made  to 
the  materials  that  are  now  available  under  the  name,  "Psychology 
of  the  Elementary  School  Subjects".  These  materials  are  particu- 
larly rich  in  the  fields  of  arithmetic,  reading,  spelling,  and  hand- 
writing. The  general  term  may  also  be  extended  to  include  the 
scales  and  tests  that  have  been  developed  and  standardized  for  meas- 
uring the  results  of  teaching  in  these  and  other  subjects.  Ultimately, 
no  doubt,  the  subject  matter  specialists  will  incorporate  many  if 
not  most  of  these  materials  in  the  advanced  professional  courses  de- 
scribed above.  At  the  present  time,  it  will  be  necessary  to  have 
them  treated  by  the  department  of  educational  psychology  and  edu- 
cational theory.  The  cooperation  of  the  Department  of  Education 
in  the  College  for  Women  of  the  University  with  the  corresponding 
department  of  the  Cleveland  School  of  Education  will  be  important 
in  this  connection. 

A  third  typ^  of  advanced  professional  study  will  have  as  its 
aim  not  so  much  an  addition  to  the  teacher's  equipment  in  special- 
ized scholarship  or  in  technical  skill  as  a  broadening  of  the  profes- 
sional horizon  and  an  enhanced  understanding  of  the  place  of  edu- 
cation in  the  social  organization.  It  is  here  that  the  contributions 
of  the  university  departments  of  philosophy,  economics,  sociology, 
and  political  science  will  be  of  outstanding  value. 

Courses  of  this  type  should  not  be  narrowly  conceived.  They 
should  be  designed  to  broaden  and  liberalize  the  education  of  ele- 
mentary teachers  with  emphasis  upon  subjects  that  will  help  them  to 
understand  and  interpret  the  major  activities  and  interests  of  mod- 
ern life.  Of  particular  significance  will  be  the  treatment  of  such 
topics   as   modern    industry,    commerce,    government    and    politics. 


20  THE  PROFESSIONAL  EDUCATION 

Here  a  large  emphasis  should  be  placed  upon  the  industrial,  com- 
mercial, economic,  civic  and  social  conditions,  and  opportunities  of 
the  city  of  Cleveland.  It  is  important  that  the  children  of  the  pub- 
lic schools  shall  be  trained  to  understand  and  appreciate  the  oppor- 
tunities, privileges,  obligations,  and  responsibilities  of  life  in  their 
own  city.  This  will  result  almost  as  a  matter  of  course  if  the  teach- 
ers of  the  city  are  interested  in  these  aspects  of  the  city's  life  and  are 
well  informed  concerning  them.  Courses  of  this  character  will  also 
serve  the  purpose  mentioned  above  of  deepening  the  teacher's  ap- 
preciation of  the  work  which  she  is  doing  in  the  elementary  schools. 

The  dominant  purpose  of  the  advanced  courses  for  elementary 
teachers,  as  we  conceive  of  them,  is  to  contribute  definitely  to  the 
professional  equipment  of  the  elementary  teacher.  It  would  quite 
defeat  this  purpose  to  have  these  courses  so  organized  and  presented 
that  they  would  tend  to  draw  teachers  away  from  the  elementary 
service, — to  give  them  the  impression  that  only  in  the  more  "ad- 
vanced" studies  of  the  high  school  and  college  are  there  opportu- 
nities for  intellecutal  growth  and  scholarly  achievement  on  the  part 
of  the  teacher.  Their  fundamental  aim  must  be  to  reveal  these  op- 
portunities as  inherent  in  the  materials  of  the  most  "elementary"  in- 
struction. 

The  very  term  "elementary,"  indeed,  has  come  to  have  an 
unfortunate  and  a  quite  unjustified  implication.  It  is  associated 
in  the  minds  of  most  people  with  the  simple  and  the  rudimentary. 
It  would  be  far  better  to  speak  of  the  materials  of  the  lower 
schools,  not  as  elementary,  but  rather  as  elemental  and  fundamental. 
If  we  think  of  education  as  the  process  of  placing  each  genera- 
tion in  possession  of  its  heritage  of  skill,  knowledge,  and  ideals 
it  would  seem  incontestable  that  the  parts  of  this  heritage  which 
are  to  be  made  the  common  property  of  all  should  be  the  most 
precious  parts, — the  parts  that  the  race  could  least  well  afford  to 
lose.  And  generally  speaking  the  evolution  of  the  elementary 
program  of  studies  has  been  in  accord  with  this  standard. 

But  just  because  the  basic  elements  of  the  human  heritage 
are  almost  inevitably  selected  as  the  materials  of  that  type  of 
education  to  which  everyone  is  subjected,  just  because  they  are 
the  common  property  of  all,  their  fundamental  significance  tends 
to  be  overlooked.  Everyone  knows  that  the  earth  is  round ;  and  be- 
cause the  earth's  rotundity  has  been  made  a  fact  of  common  knowl- 


OF  TEACHERS  IN  CLEVELAND  21 

edge,  it  has  become  to  the  minds  of  most  people  a  commonplace 
fact.  Popular  respect  for  knowledge  or  for  skill  tends  to  vary 
inversely  with  the  measure  in  which  the  knowledge  or  the  skill 
becomes  universal.  The  effect  of  this  attitude  may  be  negligible 
elsewhere,  but  it  is  far  from  negligible  in  connection  with  teach- 
ing. Above  all  else  the  teacher  must  have  a  profound  respect 
for  his  materials.  Generally  speaking  the  materials  of  elementary 
education  richly  deserve  this  respect,  and  a  fundamental  function 
of  the  education  of  teachers  is  to  insure  this  attitude. 

But  if  the  advanced  courses  for  elementary  teachers  should  be 
designed  specifically  to  reveal  to  these  teachers  the  possibilities 
that  are  inherent  in  their  materials  and  in  their  work,  it  should  not 
be  inferred  that  a  mere  "contentment  with  their  lot"  is  the  desired 
objective.  A  form  of  education  that  expHcitly  aims  simply  to  make 
people  contented  with  conditions  as  they  are  is  properly  repulsive 
to  American  ideals  of  democracy  and  progress.  The  foregoing 
discussions  have  assumed  that  the  elementary  service  will  provide 
rewards  and  recognitions  that  will  make  it  well  worth  while  for  a 
teacher  to  strive  to  attain  distinction  in  the  actual  work  of  teaching 
children.  Beyond  this,  too,  the  Senior  Teachers  College  should 
make  it  possible  for  teachers  now  in  the  elementary  schools  to  pre- 
pare for  high  school  teaching,  for  special  types  of  teaching,  for 
supervision,  or  for  administration.  The  important  condition  to  be 
fulfilled  here  is  to  insure  that  a  change  from  one  type  of  educational 
work  to  another  does  not  involve  disparagement  of  the  work  from 
which  the  change  is  made.  "Promotion"  to  the  highest  positions  of 
distinction  and  reward  should  be  possible  within  each  branch 
of  the  service,  and  changes  that  are  made  should  be  inspired  by 
the  conviction  that  one  can  render  better  service  in  another  post 
rather  than  by  the  feeling  that  the  desired  post  offers  intrinsically 
larger  opportunities. 

It  would  seem  reasonable,  too,  that  direct  preparation  for  a 
change  of  work  should  not  be  undertaken  as  a  general  rule  through 
attendance  upon  extension  courses  during  the  regular  school  year, 
but  should  rather  be  left  for  summer  courses.  Experience  has 
shown  that,  when  teachers  undertake  advanced  study  during  the 
time  when  they  are  carrying  a  full  teaching  program,  the  benefits 
are  directly  proportional  to  the  closeness  of  the  relation  between 
their  advanced  study  and  their  teaching.  As  long  as  the  advanced 
courses  can  be  made  to  contribute  to  the  solution  of  problems  arising 


22  THE   PROFESSIONAL  EDUCATION 

in  the  teacher's  daily  work,  the  results  are  most  salutary,  but  when 
they  are  remote  from  these  problems,  and  especially  when  they  are 
specifically  directed  tow^ard  another  field,  the  effect  is  likely  to  be 
distracting  and  the  daily  work  is  almost  certain  to  suffer. 

The  success  of  the  advanced  courses  for  elementary  teachers 
will  depend  very  largely  upon  the  attitude  and  equipment  of  the 
instructors  who  offer  them, — and  at  the  outset  particularly  upon  the 
attitude.  The  subject  matter  specialist  is  likely  to  be  handicapped 
by  lack  of  acquaintance  with  the  elementary  school  problem.  We 
do  not  think  that  this  will  be  an  insuperable  obstacle  to  the  success 
of  the  work,  for  if  the  task  is  approached  in  the  right  way  what 
he  lacks  in  the  way  of  first  hand  experience  can  be  in  part 
supplied  by  his  students.  In  the  beginning  the  work  will  be  likely 
to  demand  and  to  stimulate  a  goodly  measure  of  tolerance  upon 
the  part  both  of  the  student  and  of  the  instructor  for  the  short- 
comings of  one  another.  Whatever  may  be  bis  limitations  of  actual 
experience,  then,  the  otherwise  well-qualified  instructor  should  be 
able  to  make  his  courses  profitable  provided  that  he  has  a  sincere 
respect  for  the  work  that  the  elementary  school  represents  and  a 
real  interest  in  its  problems.  University  instructors  whose  classes 
have  been  largely  attended  by  public  school  teachers  are  almost 
always  enthusiastic  in  their  praise  of  these  mature  students.  No 
other  student  group  perhaps  will  surpass  a  body  of  elementary 
teachers  in  the  aggressive  interest  that  they  evince  in  their  work 
and  in  their  appreciation  of  the  efforts  of  their  instructors. 

It  should  go  without  saying  that  courses  offered  for  elementary 
teachers  in  the  Senior  Teachers  College  should  be  credited  toward 
the  Bachelor's  degree  and  ultimately  toward  more  advanced  de- 
grees. This  does  not  mean  that  courses  will  not  be  offered  that  do 
not  carry  such  credit.  Not  infrequently  changes  are  made  in  the 
work  of  the  elementary  school  that  will  require  of  all  teachers 
practice  in  a  new  type  of  skill, — a  change,  for  example,  in  the  "style" 
of  handwriting  to  be  taught,  or  a  change  in  the  technique  of  teach- 
ing reading  to  beginners.  The  Senior  Teachers  College  should  be 
free  to  offer  such  courses  irrespective  of  the  credit  toward  a  de- 
gree that  they  may  or  may  not  earn.  As  in  other  institutions  of 
collegiate  rank,  questions  involving  credit  toward  a  degree  should 
be  settled  upon  recommendations  of  the  faculty.  The  organization 
of  the  faculty  of  the  Senior  Teachers  College  for  this  and  other 
purposes  will  be  considered  in  a  later  section  of  this  report. 


i 


CHAPTER  IV. 

The  Advanced  Education  of  Junior  and  Senior 
High  School  Teachers 

The  aims  and  principles  that,  in  our  judgment,  should  govern 
the  advanced  courses  for  high  school  teachers  do  not  differ  es- 
sentially from  those  presented  in  the  preceding  section  as  govern- 
ing the  advanced  courses  for  elementary  teachers.  The  problem 
again  is  one  primarily  of  insuring  a  continued  and  a  continuous 
growth  throughout  the  period  of  the  teacher's  service.  In  some  re- 
spects, advanced  courses  for  secondary  teachers  will  be  less  difficult 
to  organize  and  administer  than  are  courses  of  the  same  grade  for 
elementary  teachers.  The  work  of  the  high  school  teacher  resembles 
more  closely  the  work  with  which  the  college  and  university  in- 
structor is  familiar;  the  high  school  teachers  are  themselves  more 
frequently  college  bred ;  and  their  teaching  while  more  intensive 
than  that  of  the  elementary  teacher  does  not  cover  so  wide  a  range 
of  subjects. 

On  the  other  hand,  the  organization  of  these  courses  presents 
certain  difficulties  that  it  will  not  be  easy  to  surmount.  The  most 
troublesome  problems  of  high  school  instruction  demand  for  their 
solution  teachers  who  not  only  are  thoroughly  grounded  in  their 
subject  matter,  but  have  developed  also  the  fine  art  of  adapting  it  to 
the  adolescent  mind, — teachers  who  can  transform  indifference  into 
an  eager  and  aggressive  interest. 

It  has  been  customary  to  say  of  the  young  men  and  women 
who  go  as  college  graduates  into  the  high  school  service  that  they 
too  frequently  take  with  them  the  attitudes  and  methods  of  the 
colleges ;  that  their  chief  interest  is  in  teaching  Latin  or  mathe- 
matics or  science  rather  than  in  teaching  boys  and  girls;  and 
that  to  offset  these  tendencies  they  need,  in  addition  to  their  equip- 
ment in  subject  matter,  instruction  in  educational  theory  and  train- 
ing in  methods  of  teaching.  The  colleges  that  prepare  high  school 
teachers  have  consequently  added  to  their  programs  courses  in 
educational  theory  and  practice  that  prospective  high  school  teachers 
have  been  encouraged  and  in  some  cases,  required  to  take. 

There  is  a  general  conviction  that  v^^hile  these  professional 
courses  do  something  to  fit  the  college  graduate  for  high  school 


24  THE   PROFESSIONAL  EDUCATION 

teaching,  they  have  not  as  yet  solved  the  problem  in  a  satisfactory 
manner.  The  difficulty  seems  to  lie  in  their  detachment  from  the 
basic  instruction  in  subject  matter.  They  have  been  added  to  rather 
than  incorporated  in  the  college  curriculum.  They  have  not  in- 
frequently been  looked  upon  with  distrust,  not  to  say  disdain,  by 
the  instructors  in  the  subject  matter  departments  who  have  believed, 
and  sometimes  with  justice,  that  they  lack  substance.  Nor  have  the 
efforts  of  the  subject  matter  specialists  themselves  to  solve  the 
professional  problem  by  offering  "teachers'  courses"  in  their  re- 
spective fields  been  crowned  with  outstanding  success. 

There  is  a  distinct  place  in  the  Senior  Teachers  College  for  the 
development  of  courses  for  high  school  teachers  in  service  that  will 
not  only  contribute  immediately  to  the  professional  equipment  of 
these  teachers,  but  also  point  the  way  toward  a  more  effective  type 
of  preliminary  training  for  this  branch  of  the  service.  We  have 
in  mind  here  primarily  advanced  courses  dealing  broadly  and  in- 
tensively with  the  materials  of  secondary  instruction.  The  treat- 
ment will  obviously  vary  in  the  different  departments  of  instruction, 
but  in  all  departments  there  would  seem  to  be  innumerable  oppor- 
tunities for  such  courses.  Every  field  of  knowledge  is  continually 
developing,  and  new  discoveries  are  constantly  affecting — or  cer- 
tainly should  affect — the  problem  of  teaching  the  subject  even  in 
its  most  elementary  phases.  The  advanced  professional  courses 
would  differ  from  other  collegiate  courses  dealing  with  new  dis- 
coveries in  laying  their  chief  emphasis  upon  the  modification  of  the 
substance  and  method  of  secondary  instruction  that  these  dis- 
coveries involve.  There  are,  too,  even  in  the  oldest  and  most 
thoroughly  "standardized"  of  the  secondary  subjects  many  oppor- 
tunities for  eliminations  and  replacements  that  an  advanced  study 
of  the  problem  may  well  reveal ;  and  there  is  always  the  opportunity 
to  find  new  and  illuminating  applications  for  the  principles  that  in 
themselves  do  not  change.  With  groups  of  experienced  and  well 
prepared  high  school  teachers  working  year  after  year  in  coopera- 
tion with  university  scholars  in  the  various  fields ;  concentrating 
closely  upon  the  problem  of  making  their  specialized  knowledge 
both  valuable  and  appealing  to  high  school  boys  and  girls ;  bringing 
directly,  the  one  group  from  its  classrooms  the  fresh  experience, 
and  the  other  group  from  its  libraries  and  laboratories  the  fresh 
knowledge — with  such  a  combination,  the  future  of  the  high  school 
will  be  amply  insured.   And  it  is  clear  that  nothing  else  will  insure 


OF  TEACHERS  IN  CLEVELAND  25 

this  future  so  effectively  and  so  inevitably  as  will  such  continued, 
intensive,,  cooperative  effort.  Commissions  and  committees  that 
meet  once  or  twice  a  year  are  now  the  chief  agencies  for  the  ad- 
vancement of  secondary  education.  Without  detracting  in  the  least 
from  the  good  work  that  these  organizations  have  done  and  are 
doing,  no  one  can  well  dispute  the  much  more  fundamental  influence 
that  would  be  exerted  by  large  groups  of  high  school  teachers  work- 
ing week  in  and  week  out  with  competent  university  scholars. 

For  some  time  to  come,  there  will  be  a  need  in  Cleveland  for 
courses  somewhat  less  advanced  than  those  just  discussed, — courses 
intended  primarily  to  fit  former  seventh  and  eighth  grade  elementary 
teachers  for  the  differentiated  work  of  the  junior  high  schools.  The 
problem  here  will  be  to  take  teachers  who  have  heretofore  given 
instruction  in  all  of  the  subjects  of  the  upper  grades  and  to  make 
them  specialists  in  one  or  more  of  the  junior  high  school  branches. 
Again  the  broadly  professional  study  of  subject  matter  will  be  the 
point  of  chief  emphasis.  The  opportunities  for  making  significant 
contributions  to  this  new  field  of  educational  effort  are  numerous 
and  appealing.  The  junior  high  school  is  still  in  an  experimental 
stage  of  development,  and  its  ultimate  success  will  depend  very 
largely  upon  the  attitude  and  equipment  of  its  teachers.  The  Senior 
Teachers  College  has  here  a  clear  field  that  will  amply  repay  the 
most  careful  cultivation. 

Both  the  junior  and  the  senior  high  school  teachers,  like  the 
elementary  teachers,  will  be  called  upon  in  larger  and  larger  meas- 
ure to  cooperate  with  the  administrative  officers  in  the  framing  and 
carrying  out  of  educational  policies.  They  will  consequently  wish 
to  supplement  their  study  of  subject  matter  by  undertaking  occas- 
ional courses  in  educational  theory  and  in  the  related  social  sciences. 
There  will  be  a  place,  too,  in  the  advanced  education  of  these 
teachers  for  technical  courses  dealing  with  the  pyschology  of  the 
subjects  that  they  are  teacfhing. 


CHAPTER  V. 
Courses  for  Supervisors  and  Administrators 

It  has  been  one  of  the  fundamental  assumptions  of  the  preceding 
discussions  that  a  change  from  a  teaching  position  to  a  supervisory 
or  administrative  position  is  not  necessarily  to  be  looked  upon  as  a 
"promotion"  or  as  a  professional  advancement, — that  there  shall  be 
in  the  teaching  service  opportunities  which  will  make  it  possible  for 
the  teacher  to  achieve  the  highest  measure  of  professional  distinc- 
tion without  involving  transfer  to  supervisory  or  administrative 
duties.  An  acceptance  of  this  assumption,  however,  should  not 
imply  a  disparagement  of  the  administrative  and  supervisory  func- 
tions. It  is  reasonable  to  believe  that  success  in  administration  re- 
quires specialized  talents  or  abilities  that  do  not  always  go  with 
success  in  teaching,  and  experience  has  clearly  taught  that  one  who 
is  an  excellent  teacher  is  not  always  for  that  reason  a  competent 
supervisor  of  other  teachers. 

It  is  sound  policy,  then  to  recognize  that  specialized  forms  of 
service,  whether  in  teaching,  in  supervision,  or  in  administration, 
demand  specialized  training  based  upon  the  initial  selection  of  per- 
sons who  have  native  talents  for  one  or  another  of  the  three  types 
of  work.  For  the  supervisor,  and  in  a  somewhat  smaller  measure 
for  the  administrator,  a  first  hand  acquaintance  with  the  actual  task 
of  teaching  is  essential.  The  apprenticeship  through  which  advance- 
ment to  the  rank  of  administrator,  supervisor,  or  master  teacher 
is  sought  should  be  the  same;  namely,  the  apprenticeship  of  the 
classroom.  This  need  can  be  recognized  without  implying  invidious 
distinctions  among  these  advanced  ranks. 

In  recruiting  competent  persons  for  the  supervisory  and  admin- 
istrative staffs,  it  would  seem  that  the  chief  source  of  supply  should 
be  the  younger  members  of  the  teaching  corps  who  have  given  evi- 
dence that  they  possess  the  requisite  native  qualifications.  By 
recognizing  the  status  of  the  master  teacher  as  essentially  equivalent 
to  that  of  the  supervisor  and  the  administrator,  it  will  be  unnecessary 
to  draw  the  most  competent  teachers  out  of  the  classroom  service 
for  "promotion"  to  administrative  posts  as  has  been  done  in  so  many 
of  our  city  school  systems  in  the  past.    At  the  same  time,  to  require 


28  THE  PROFESSIONAL  EDUCATION 

an  apprenticeship  in  the  classroom  service  is  an  essential  condition  of 
appointment  to  the  supervisory  and  administrative  staffs  and  to  add 
to  this  a  period  of  specialized  training  will  be  to  remove  the  more 
serious  objections  of  the  older  teachers  to  the  appointment  of  super- 
visors and  administrators  who  are  younger  than  they.  With  the 
development  of  this  plan,  the  relationships  of  the  supervisor  or  the 
administrator  to  the  master  teachers  will  approximate  those  of  one 
colleague  to  other  colleagues  rather  than  those  of  a  superior  officer 
to  his  subordinates.  The  latter  relationship  will  quite  properly  be 
retained  between  the  supervisor  or  the  administrator  and  the 
younger  classroom  teachers  who  have  still  to  "win  their  spurs". 

The  organization  of  the  Senior  Teachers  College  will  make  it 
possible  to  provide  exceptionally  strong  courses  for  prospective 
supervisors  and  administrators.  While  a  large  proportion  of  these 
courses  will  be  of  technical  character  and  will  consequently  be 
offered  by  the  staff  of  the  Cleveland  School  of  Education,  the  co- 
operation of  the  University  will  be  far  from  unimportant.  In  addi- 
tion to  the  advanced  study  of  subject  matter,  which  will  be  particu- 
larly important  to  the  supervisor,  the  contributions  of  specialized 
scholarship  in  the  fields  of  sociology,  economics,  political  science, 
statistics,  architecture,  and  sanitation  have  a  large  potential  value 
which  can  be  made  thoroughly  dynamic  by  the  right  kind  of  co- 
operation between  the  University  specialists  and  the  various  groups 
of  public  school  workers. 

It  is  clear,  too,  that  many  of  the  courses  provided  for  prospec- 
tive supervisors  and  administrators,  will  be  attended  with  great 
profit  by  supervisors  and  administrators  already  in  service.  The 
enrollment  of  these  men  and  women  in  the  Cleveland  School  of 
Education  will  in  itself  add  much  to  the  significance  of  the  work  in 
the  eyes  of  the  classroom  teachers ;  but  there  will,  be  a  value  over 
and  above  this  contribution  to  the  morale  of  the  school  system.  It 
is  highly  desirable  that  the  condition  in  which  all  principals  of  ele- 
mentary schools  have  received  an  education  equivalent  to  that  of 
a  college  degree,  shall  be  established  as  soon  as  possible.  Elementary 
principals,  as  well  as  those  of  Junior  and  Senior  high  schools  hold 
very  important  places  of  leadership  in  the  system  and  if  they  are  to 
continue  to  merit  the  confidence  and  respect  of  the  teachers  under 
their  supervision  who  are  themselves  going  forward  in  the  Cleve- 
land School  of  Education,  the  principals  themselves  must  be  equally 
progressive. 


OF  TEACHERS  IN   CLEVELAND  29 

The  present  policy  in  the  administration  of  the  schools  appar- 
ently is  to  decrease  the  number  of  small  schools  and  increase  the 
number  containing  a  thousand  or  more  pupils.  If  this  policy  is  to 
be  continued,  salaries  of  $4,500  or  more  may  be  paid  to  elementary 
principals  in  the  larger  schools  without  making  the  per  pupil  cost 
much,  if  any,  greater  than  it  is  at  present.  These  salaries  should 
serve  to  attract  young  men  of  ability  as  well  as  young  women  to 
enter  the  Junior  Teachers  College  and  prepare  themselves  as  teach- 
ers with  the  prospect  ahead  of  attaining  positions  of  the  character 
and  influence  of  these  better  principalships.  It  is  very  desirable 
that  promising  young  men  shall  be  drawn  into  the  service  of  the 
schools  in  this  way.  To  this  end  emphasis  should  be  placed  on  the 
preparation  of  young  men  for  administrative  and  supervisory  posi- 
tions. Young  men  as  well  as  young  women  should  enter  the  Junior 
Teachers  College  also  with  the  prospect  in  mind  of  becoming  Junior 
and  Senior  high  school  teachers. 


CHAPTER  VI. 

Courses  for  Special  Teachers  and  for  Other 
School  Officers  and  Employes 

It  is  extremely  important  in  so  large  a  system  as  that  of  Cleve- 
land that  a  supply  of  well  trained  teachers  should  always  be  on  hand 
to  fill  vacancies  that  may  occur  and  to  meet  any  emergencies  that 
may  arise  due  to  changes  in  the  course  of  study  or  to  the  reorgani- 
zation of  any  part  of  the  work  that  may  be  found  necessary  in 
carrying  out  the  policy  of  the  Superintendent  and  the  Board  of 
Education. 

Courses  should  also  be  provided  for  teachers  of  deaf,  feeble- 
minded, anaemic,  tubercular,  crippled,  blind,  speech  defective, 
abnormally  bright,  and  specially  gifted  children,  in  short  of  every 
type  of  unusual  children  for  which  special  provision  needs  to  be 
made.  In  planning  such  courses  the  needs  of  the  night  schools, 
continuation  schools  and  other  forms  of  educational  extension 
should  not  be  overlooked.  In  a  city  school  system  like  that  of 
Cleveland,  equipped  with  such  a  school  of  education,  there  is  no 
legitimate  excuse  for  not  having  ready  in  advance,  teachers  pre- 
pared for  any  kind  of  service  that  will  be  needed  on  account  of 
revision  of  the  course  of  study  or  the  introduction  of  new  activities. 

As  stated  elsewhere  in  this  report  there  should  be,  in  order 
that  these  results  may  be  obtained,  a  direct  and  intimate  relationship 
between  the  superintendent  of  schools  and  the  head  of  the  Cleveland 
School  of  Education  also  between  the  members  of  the  superintend- 
ent's staflf  who  are  responsible  for  various  aspects  of  the  w^ork  and 
the  specialists  in  the  faculty  of  the  Cleveland  School  of  Education 
who  are  engaged  in  preparing  teachers  for  these  special  fields.  For 
example,  there  should  be  close  cooperation  between  the  teachers 
of  applied  arts  in  the  Senior  Teachers  College  and  the  head  of  this 
division  in  the  school  system. 

A  most  gratifying  development  in  our  city  school  systems 
has  been  the  appointment  of  school  physicians  and  school  nurses 
and  the  establishment  of  medical,  dental,  and  psychological  clinics. 
There  is  every  reason  to  believe,  however,  that  the  beneficial  re- 
sults that  have  followed  from  this  development  could  be  greatly 
increased  by  giving  to  the  physicians,  nurses,  dentists,  and  psychol- 
ogists who  enter  the  public  school  service  a  specialized  training 
supplementing  the  equipment  provided  by  the  various  professional 
schools  and  designed  to  meet  the  specialized  needs  which  this  ser- 
vice presents.  The  success  that  has  attended  the  summer  courses 
for  school  physicians  and  school  nurses  offered  by  the  Cleveland 


32       THE  PROFESSIONAL  EDUCATION  OF  TEACHERS  IN   CLEVELAND 

School  of  Education  is  clearly  indicative  of  the  importance  of 
this  work.  The  establishment  of  the  proposed  relationships  with 
Western  Reserve  University  will  make  it  possible  to  carry  this 
development  still  further.  Indeed,  with  the  start  that  has  already 
been  made,  Cleveland  could  quickly  become  the  recognized  center 
for  the  preparation  of  men  and  women  for  these  branches  of  the 
service. 

Nor  are  the  possibilities  of  improving  the  work  of  the  public 
schools  through  the  training  of  the  personnel  limited  to  the  profes- 
sional groups  with  which  the  preceding  discussions  have  been  con- 
cerned. There  is  scarcely  a  type  of  service  needed  in  a  great  school 
system  that  could  not  profit  by  the  provision  of  facilities  of  train- 
ing. The  clerical  work  of  the  school  is  specialized  in  its  character 
and  well  trained  office  employes  can  do  a  great  deal  to  make  the  work 
of  teachers,  supervisors  and  administrators  more  effective.  In 
many  of  our  school  systems,  the  attention  and  energy  of  the 
teachers  and  principals  are  too  largely  absorbed  in  a  kind  of  record 
keeping  that  a  competent  clerk,  especially  trained  for  these  duties, 
could  do  very  much  better,  leaving  the  teachers  and  principals  free 
for  the  basic  work  which  the  school  represents,  the  all  important 
spirit  of  which  is  likely  to  be  destroyed  by  an  overplus  of  routine. 

Of  very  large  importance,  too,  are  the  services  of  the  cus- 
todians of  school  buildings.  Fortunately  the  schools  of  most  large 
cities  have  been  divorced  from  "politics"  as  far  as  the  appointment 
of  teachers  and  principals  is  concerned.  But  in  many  cases  the 
janitors  are  still  very  much  "in  politics".  The  public  does  not  often 
recognize  the  fact  that  the  custodian  of  a  school  building  is  more 
than  a  caretaker  whose  duties  are  summed  up  in  firing  the  furnaces, 
washing  the  windows,  and  sweeping  the  floors.  The  discharge  of 
these  duties  involves  serious  responsibilities  where  the  lives  and 
the  health  of  children  are  concerned.  But  beyond  these,  the  school 
"janitor"  very  frequently  comes  into  intimate  contact  with  the 
children  themselves.  Disciplinary  functions  are  often  delegated 
to  him, — quite  necessarily  in  schools  that  are  in  charge  of  women 
principals  and  in  which  all  of  the  teachers  are  women.  Adequate 
provisions  for  the  training  of  these  employes  may  well  form  a  part 
of  the  program  of  the  Cleveland  School  of  Education.  While  the 
direct  cooperation  of  the  University  in  such  work  will  doubtless 
be  negligible  the  proposed  affiliation  of  the  School  of  Education 
with  the  University  will  enable  the  former  to  undertake  the  tasks 
of  this  type  without  undue  interference  with  its  other  functions. 


CHAPTER  VII. 

Admission  and  Advanced  Standing 

In  the  following  discussion  with  reference  to  standards  for 
admission  and  acceptance  of  courses  and  diplomas  toward  ad- 
vanced standing,  it  has  been  deemed  desirable  to  consider  these  two 
major  topics  in  order  and  exclusive  of  each  other.  It  is  hoped  that 
such  treatment  will  render  the  statement  clearer  of  interpretation 
and  easier  of   administration. 

Minimal  Standards  for  Admission 

I.  The  regulations  at  present  in  force  for  admission  to  the 
Cleveland  School  of  Education  are  as  follows: 

Any  student  is  provisionally  admitted  to  candidacy  for  the 
Normal  (Junior  Teachers  College)  diploma: 

1.  Upon  presentation  of  an  official  certificate  or  statement 
of  graduation  with  an  average  of  80  per  cent,  or  above  from  a 
four-year  course  of  a  first  grade  high  school  or  equivalent. 

2.  In  case  of  persons  of  mature  years  or  of  previous  teach- 
ing experience,  upon  examination  and  official  approval  by  the  Com- 
mittee on  Standards  and  Credits  subject  to  final  approval  of  the 
faculty. 

3.  In  cases  of  persons  of  mature  years  or  previous  teaching 
experience,  upon  presentation  of  sufficient  credits  from  the  Cleve- 
land School  of  Education  or  other  institution  of  equal  grade  to 
make  up  deficiency  in  the  previous  high  school  credits.  The  Com- 
mittee on  Standards  and  Credits  shall  decide  the  total  number  of 
credits  necessary  to  make  up  such  deficiency  in  each  individual 
case,  it  being  understood  that  twelve  semester  hours  of  Junior 
College  credits  shall  constitute  the  minimum  equivalent  of  one  year 
of  high  school  credits. 

After  provisional  admission  to  candidacy  for  the  Normal 
diploma  the  Dean  of  the  Cleveland  School  of  Education  reserves 
the  right  upon  recommendation  of  the  faculty  to  advise  any  student 
doing  unsatisfactory  work  to  withdraw  from  candidacy  for  the 
Normal  (Junior  Teachers  College)   diploma. 

The  Commission  approves  in  general  these  regulations 
governing  admission  to  the  Cleveland  School  of  Education.     How- 


34  THE   PROFESSIONAL  EDUCATION 

ever,  just  as  soon  as  the  need  for  additional  teachers  can  be  met, 
a  quaHtative  standard  should  be  added,  and  it  is  suggested  that  the 
relative  rank  of  the  applicant  for  admission,  in  his  high  school 
class,  should  be  the  qualitative  standard  rather  than  actual  numeri- 
cal grades.  As  has  been  suggested  in  an  earlier  section^  this  stand- 
ard should  be  raised  as  early  as  possible,  so  that  only  those  ranking 
in  the  upper  half  of  the  graduating  classes  of  the  high  schools 
would  be  admitted  without  examination.  Whenever  such  increased 
standard  is  established,  applicants  with  lower  rank  should  be  given 
some  examinations,  and  their  admission  or  rejection  determined 
by  a  study  of  the  results  of  the  examinations  along  with  the  high 
school  record.  It  is  suggested,  further,  that  in  such  cases,  the  ap- 
plicant be  given  the  option  of  taking  examinations  in  four  of  his 
high  school  subjects,  one  of  which  should  be  English ;  or  an  intelli- 
gence examination,  coupled  with  an  examination  in  English  com- 
position. 

II.  AppHcants  who  liave  completed  the  full  requirements  for 
the  one^  year,  one  and  one-half-  year,  or  two  year  Normal  (Junior 
Teachers  College)  diploma  by  actual  and  full  residence  in  the 
Cleveland  School  of  Education,  or  the  former  Cleveland  Normal 
Training  School,  and  have  received  the  normal  diploma,  should  be 
admitted  to  candidacy  for  the  Bachelor  of  Education  degree  with 
advanced  standing  toward  that  degree  as  indicated  under  "Ad- 
vanced Standing"^  below. 

III.  Applicants  who  have  been  admitted  to  candidacy  for  the 
two  year  normal  diploma  of  the  Cleveland  School  of  Education 
and  who  have  satisfactorily  completed  at  least  one  half  year  of 
actual  and  full  time  residence  should  be  admitted  to  candidacy  for 
the  Bachelor  of  Education  degree  with  advanced  standing  towards 
that  degree  as  indicated  later  under  "Advanced  Standing".  (See 
Section  II,  Article  3,  page  38). 


1  Given  prior  to  1894. 

2  Offered  from  1894  to  1899. 

3  Owing  to  the  state  of  the  earlier  records,  cases  may  arise  where  it  is  impossible  to  de- 
termine from  the  records  available  whether  or  not  a  given  student  comes  under  this  classifi- 
cation, e.g.,  in  certain  instances  the  only  record  available  is  to  be  found  in  the  weekly 
"Record  of  Proceedings  of  the  Board  of  Education" — which  record  indicates  solely  that 
the  diploma  was  granted,  but  does  not  indicate  on  what  basis.  In  such  cases,  the  signed 
statement  of  the  applicant  that  the  diploma  was  received  as  a  result  of  one  year,  one  and 
one-half  years,  or  two  years  of  actual  and  full  time  residence  in  the  Department  may  be 
taken  as  sufficient  evidence  that  the  applicant  comes  under  this  classification.     ^ 


OF  TEACHERS  IN   CLEVELAND  35 

IV.  Applicants  from  other  educational  institutions  of  stand- 
ard grade  should  be  admitted  to  candidacy  for  the  Bachelor  of 
Education  degree  under  the  same  conditions  as  regular  students 
and  graduates  of  the  Cleveland  School  of  Education  listed  in 
paragraphs  I,  II,  III  immediately  preceding. 

V.  Holders  of  Bachelor's  degrees  from  institutions  of  stand- 
ard grade  should  be  admitted  to  candidacy  for  the  degree  of  Master 
of  Arts  in  Education,  provided  they  can  demonstrate  that  they  are 
qualified  to  do  the  advanced  professional  work  required  for  that 
degree. 

Advanced  Standing 
1.     Advanced  standing  towards  the  normal  diploma. 

The  Commission  finds  the  following  regulations  in  efifect  at 
present  in  reference  to  credit  towards  advanced  standing  for  the 
current  two  year  Normal  or  Junior  Teachers  College  diploma: 

"The  current  requirements  for  the  two  year  normal  diploma 
of  the  Cleveland  School  of  Education  shall  be  sixty-six  semester 
hours  of  normal  or  Junior  Teachers  College  credits  distributed 
over  the  several  departments  (Art,  Education,  English,  Geography, 
etc.)  approximately  in  accordance  with  the  course  of  study  in  the 
Normal  Department  or  Junior  Teachers  College  of  the  Cleveland 
School  of  Education  for  the  given  year,  and  in  no  case  in  excess 
of  twice  the  number  of  semester  hours  credit  in  the  regular  course 
of  study  of  that  department  for  the  current  year. 

Of  the  total  sixty-six  semester  hours  necessary  for  the  normal 
diploma,  not  less  than  sixteen  semester  hours  (one  half  year's  work) 
must  be  taken  in  residence  in  the  Cleveland  School  of  Education 
(Normal  Department,   Extension  Department,    Summer   Session). 

Credits  other  than  those  taken  in  the  Normal  Department  are 
accepted  towards  the  Normal  (Junior  Teadhers  College)  diploma 
as  follows: 

1.  All  such  credits  must  be  of  Normal  or  Junior  College 
grade  and  must  not  have  been  used  for  admission  to  candidacy. 

2.  Credits  from  other  teacher  training  or  collegiate  institu- 
tions of  standard  grade  may  be  accepted  when  officially  certified  as 
completed  and  accredited  by  such  institutions  provided  the  credits 
are  not  duplicates  of  any  presented  from  other  institutions. 


36  THE  PROFESSIONAL  EDUCATION 

3.  Evaluation  of  non-residence  credits  toward  the  Normal 
(Junior  Teachers  College)  diploma  shall  be  made  independent  of 
any  statement  of  such  evaluation  made  by  other  teacher  training 
or  collegiate  institutions  or  State  Departments  of  Public  Instruction. 

4.  The  total  number  of  credits  which  may  be  accepted  from 
other  standard  institutions  towards  the  Normal  (Junior  Teachers 
College)  diploma  shall  not  be  in  excess  of  the  total  number  of 
semester  hours  credit  which  might  have  been  secured  in  an  equal 
period  or  under  an  equal  schedule  in  the  Cleveland  School  of 
Education, 

5.  Credit  in  fulfillment  of  the  residence  requirements  in  Ob- 
servation and  Practice  Teaching  may  be  granted  applicants  for  the 
Normal  (Junior  Teachers  College)  diploma  upon  the  following  con- 
ditions : 

(a)  Such  applicant  must  have  had  at  least  two  years  of  suc- 
cessful teaching  experience  properly  attested. 

(b)  Credit  may  be  granted  only  after  visitation  and  recom- 
mendation to  that  effect  by  an  instructor  or  official  of  the  Cleve- 
land School  of  Education  or  other  properly  qualified  person  or 
official  designated  by,  and  in  this  instance  representing  the  faculty 
of  the  Cleveland  School  of  Education. 

(c)  The  total  credit  thus  accepted  towards  the  Normal 
(Junior  Teachers  College)  diploma  may  not  exceed  one  fifth  of 
the  total  number  of  semester  hours  credit  in  the  regular  school 
year  (for  the  year  1921-22,  six  semester  hours). 

6.  In  case  of  persons  of  mature  years  or  previous  teaching 
experience  and  when  so  approved  by  the  Committee  on  Standards 
and  Credits  the  student  may  present  a  limited  number  of  credits 
for  work  done  in  private.  Credit  for  such  work  is  granted  only 
upon  examination  and  official  certification  by  the  head  of  the  de- 
partment concerned.  The  total  number  of  credits  which  may  thus 
be  presented  towards  the  Normal  (Junior  Teachers  College) 
diploma  shall  not  exceed  four  semester  hours. 

7.  A  maximum  of  eight  semester  hours  credit  in  not  more 
than  three  departments  other  than  those  in  which  courses  are  given 
in  the  regular  curriculum  of  the  Junior  Teachers  College  during 
the  current  year,  may,  when  so  approved  by  the  Committee  on 
Standards  and  Credits,  be  accepted  towards  the  Normal   (Junior 


OF  TEACHERS  IN  CLEVELAND  37 

Teachers   College)    diploma   when   presented   from,    and   officially 
certified  by,  institutions  of  normal  or  collegiate  grade. 

The  Commission  approves,  in  gener?.!,  of  the  spirit  and  con- 
tent of  these  regulations  in  reference  to  the  granting  of  advanced 
credit  towards  the  Normal  (Junior  Teachers  College)  diploma, 
particularly  those  requirements  which  specify  that  all  extra-normal 
credits  shall  be  of  Junior  College  grade  and  shall  be  officially 
certified  as  completed  and  accredited  by  the  institution  in  which 
the  work  was  taken.  There  is  doubt  as  to  the  wisdom  of  the  pro- 
visions in  Article  6  for  granting  credit  based  on  private  study, 
even  after  examination  by  the  faculty.  The  educational  value  of 
such  work  is  rarely,  if  ever,  up  to  that  of  work  done  in  the  regular 
way  by  systematic  classroom  instruction.  Furthermore,  it  should 
be  understood,  in  connection  with  Article  5  above,  that  the  total 
amount  of  credit  for  observation  and  supervised  teaching  and 
actual  teaching  while  in  service  shall  in  no  case  exceed  the  maximum 
mentioned  in  paragraph  (c). 

II.  Advanced  standing  toward  the  Bachelor  of  Education 
degree. 

1.  Candidates  for  the  Bachelor  of  Education  degree  who  have 
taken  the  one^  year  course,  the  one  and  one-half-  year  course,  or  the 
two  year  course  in  the  Junior  Teachers  College  of  the  Cleveland 
School  of  Education  or  in  the  former  Cleveland  Normal  Training 
School  by  actual  and  fulltime  residence  in  the  same,  and  have  re- 
ceived the  regular  one  year,  one  and  one-half  year,  or  two  year 
Normal  (Junior  Teachers  College)  diploma  should  be  given  re- 
spectively one  year,  one  and  one-half  years,  or  two  years  of  ad- 
vanced credit  in  the  four  year  course  leading  to  the  Bachelor  of 
Education  degree. 

2.  Candidates  for  the  Bachelor  of  Education  degree,  who 
have  been  admitted  to  candidacy  for  the  two  year  diploma  of  the 
Junior  Teachers  College  and  have  satisfactorily  completed  at  least 
one  half  year  of  actual  and  full  time  residence  in  the  Junior 
Teachers  College  (as  specified  in  Section  III  above,  under  "Min- 
imum Standards  for  Admission")  should  be  given  one  half  year 
of  advanced  credit  in  the  four  year  course  leading  to  the  Bachelor 
of  Education  degree  for  each  half  year  of  actual  and  full  time 


1  Given  prior  to  1894.     2  Offered  from  1894  to  1899. 

p-    O  :^  >*/  '-^ 


I 


p-    rt:*iy-l  -^ 


38  THE  PROFESSIONAL  EDUCATION 

residence  in  the  Junior  Teachers  College  satisfactorily  completed 
and  accredited. 

3.  In  the  cases  of  candidates  not  included  in  sections  1  and 
2  above,  but  presenting  a  diploma  from  the  Cleveland  School  of 
Education  or  presenting  single  courses  or  groups  of  courses  taken 
in  the  Cleveland  School  of  Education  for  advanced  standing,  the 
following  statements  and  recommendations  seem  appropriate: 

(a)  If  such  candidate  holds  a  diploma,  he  should  be  required 
to  present  evidence  concerning  the  scholastic  work  upon  which  the 
diploma  was  based,  such  as  is  required  in  the  case  of  all  applicants 
for  advanced  standing  who  do  not  hold  diplomas. 

(b)  Extension  work  or  Summer  School  work  in  the  Cleve- 
land School  of  Education,  done  subsequent  to  June  15,  1918,  should 
be  given  full  credit  as  stated  in  the  published  announcements  of 
the  subjects  ofifered ;  it  being  understood  that  the  credit  announced 
in  all  cases  subsequent  to  that  date  was  computed  on  the  basis  of 
at  least  15  actual  lecture  or  recitation  hours  for  one  semester  hour 
of  credit ;  two  hours  of  laboratory  or  other  unprepared  work  to 
count  as  one  hour  of  lecture  work. 

(c)  Due  to  the  fact  that  in  some  instances  during  the  three 
years  from  the  summer  of  1915  to  the  summer  of  1918,  an  exces- 
sive amount  of  credit  was  ofifered  it  is  urgently  recommended  that 
the  credit  granted  be  on  the  basis  of  at  least  15  actual  class  hours 
for  one  semester  hour  of  credit ;  for  example,  in  the  extension 
courses  of  the  year  1916-17,  it  was  announced  that  24  class  hours 
would  entitle  the  student  to  two  hours  credit,  and  in  the  summer 
school  of  1917,  it  was  announced  that  two  and  one  half  semester 
hours  of  credit  would  be  given  for  each  single  course,  to  which  only 
30  hours  of  class  work  was  given. 

(d)  It  is  observed  that  in  some  cases  previous  to  1918,  the 
same  student  was  permitted  to  secure  credit  to  the  amount  of  ten 
or  even  twelve  semester  hours  in  one  summer  session  of  six  weeks. 
The  ordinary  amount  of  credit  permitted  by  first  class  universities 
for  one  six  weeks  term  is  six  semester  hours,  with  the  possibility 
of  eight  semester  hours  in  cases  where  there  are  reasons  of  weight 
for  permitting  such  an  amount,  but  under  no  circumstances  would 
the  credit  be  allowed  to  exceed  eight  semester  hours.  It  is  recom- 
mended that  in  all  such  cases,  the  credit  be  scaled  down  to  the 
maximum  of  eight  semester  hours  for  one  six  weeks  term. 


OF  TEACHERS  IN   CLEVELAND  39 

(e)  During  the  current  year,  1921-22,  the  following  regu- 
lation has  been  in  force  with  reference  to  the  amount  of  credit 
which  may  be  secured  in  Extension  Courses  for  Teachers  offered 
during  the  regular  school  year  after  school  hours:  "persons  in  the 
full-time  employment  of  any  Board  of  Education  or  other  institu- 
tion, or  students  taking  a  full  course  in  any  other  institution,  are 
not  permitted  to  register  for  a  total  of  more  than  four  semester 
hours  of  work  for  the  year."  The  Commission  would  in  general 
approve  of  regulations  of  this  sort  preventing  excessive  amount 
of  credit.  Since,  in  previous  years,  it  has  been  possible  for  students 
in  Extension  Courses  for  Teachers  to  secure  credit  considerably 
in  excess  of  four  semester  hours  in  a  given  year,  it  is  recommended 
that  in  all  such  cases  the  credits  be  scaled  down  to  a  maximum  of 
not  more  than  six  semester  hours  for  one  year's  work  in  Extension 
Courses  in  the  case  of  all  students,  who,  at  the  time  of  taking  the 
course,  were  otherwise  engaged  for  full  time  as  teachers  or  as 
students  in  other  institutions. 

(f)  An  examination  of  the  records  on  file  in  the  Registrar's 
office  of  the  Cleveland  School  of  Education  shows  that,  from  the 
summer  of  1915  to  the  spring  of  1918,  much  important  information 
is  lacking,  (information  that  is  almost  uniformly  carefully  recorded 
and  preserved  in  Registrars'  offices.  The  examination  of  the  office 
records  also  shows  quite  clearly  that  the  lacking  information  was 
never  placed  on  record.  For  example,  in  some  cases,  the  reports 
from  the  instructors  contain  only  the  last  names  of  the  students, 
and  there  is  no  way  to  determine  which  of  the  numerous  Miss 
Smiths  or  Miss  Browns  are  entitled  to  the  credit.  In  other  cases, 
the  records  do  not  say  how  much  time  was  devoted  to  the  subject, 
nor  how  much  credit  should  be  given.  There  are  several  other 
types  of  missing  information,  enumerated  somewhat  in  detail  below 
with  suggestions  as  to  the  best  procedure  to  adopt  when  requests 
are  made  for  credit  in  such  cases  towards  the  degree  in  the  Senior 
Teachers  College.  The  examination  of  the  office  records  also  shows 
that,  quite  recently,  a  large  amount  of  work  has  been  done  to  place 
the  facts  which  are  on  record  in  a  systematic  form  so  that  they  can 
be  readily  used  when  occasion  arises.  For  example,  if  Mr.  John 
Doe  took  work  in  successive  years  in  the  Normal  Department  or 
Junior  Teachers  College,  in  Extension  Courses  for  Teachers,  and 
in  Summer  Sessions,  his  records  of  work  in  those  successive  years 


40  THE  PROFESSIONAL  EDUCATION 

have  recently  been  asembled  on  one  card.  Previously,  the  only 
records  for  him  were  for  the  most  part  on  the  lists  of  students 
sent  in  by  his  instructors  at  the  end  of  the  several  terms  of  study. 
The  most  important  types  of  cases  of  lacking  information,  during 
the  years  1915  to  1918,  are  specified  below,  together  with  sugges 
tions  in  regard  to  the  best  action  in  each  case  when  requests  are 
received  for  the  counting  of  that  work  towards  the  degree. 

(g)  Some  reports  from  the  instructors  in  Extension  or  Sum- 
mer School  work  prior  to  the  summer  of  1918  give  only  the  last 
names  of  the  students.  In  such  cases,  when  a  former  student  asks 
for  credit,  a  signed  statement  should  be  obtained  from  her,  indicat- 
ing as  definitely  as  possible,  just  what  subjects  she  studied,  during 
what  particular  terms  the  several  subjects  were  studied,  the  name 
of  the  instructor,  the  number  of  class  hours  per  week  devoted  to  the 
subject,  and  any  other  personal  information  that  might  be  deemed 
helpful  in  settling  the  open  question.  If  the  information  thus  sub- 
mitted can  be  reconciled  with  the  records  for  some  person  with  the 
same  family  name,  the  claim  for  credit  should  be  granted. 

(h)  Certain  lists  turned  in  by  instructors  in  Extension  or 
Summer  School  courses  prior  to  the  summer  of  1918  indicate  a 
credit  of  a  certain  number  of  class  hours,  after  the  first  name  on 
the  list,  but  indicate  no  amount  of  credit  after  the  other  names. 
In  such  cases,  unless  there  is  reason  to  think  that  the  credit  for  all 
members  of  the  class  would  not  be  the  same,  the  credit  indicated 
for  the  first  person  on  the  list  should  be  granted  to  all  those  on  the 
list. 

(i)  Some  of  the  class  lists  for  work  in  Extension  or  Sum- 
mer School  courses  prior  to  the  summer  of  1918,  have  the  original 
number  of  semester  hours  (in  ink)  crossed  out,  and  another  num- 
ber of  semester  hours  of  credit  written  over  the  same  in  pencil. 
In  such  cases,  if  the  instructor  can  be  reached,  a  statement  in  writ- 
ing should  be  obtained  from  him  for  filing  with  the  report  in  ques- 
tion, giving  information  as  to  the  actual  time  spent  by  the  class  on 
the  subject,  and  his  understanding  as  to  the  amount  of  credit  to  be 
given.  If  reliable  information  cannot  be  secured  by  this  means,  then 
the  first  applicant  for  credit  from  among  the  persons  on  such  a  list 
should  be  asked  to  file  a  signed  statement  giving  information  as  to 
the  amount  of  time  spent  by  the  class  upon  lectures  and  recitations, 
with  her  understanding  as  to  the  amount  of  credit  to  be  granted. 


OF  TEACHERS  IN   CLEVELAND  41 

Such  a  signed  statement  from  a  former  student  might  be  verified 
by  asking  others  whose  names  are  on  the  same  list  to  present  state- 
ments giving  the  facts  in  the  case  as  they  remember  them.  Unless 
the  facts  as  given  by  former  students  seem  unreasonable,  they 
should  be  considered  as  settling  the  question,  and  credit  should  be 
granted  accordingly. 

(j)  A  few  class  lists  (for  work  done  prior  to  the  summer 
of  1918)  are  on  file  with  the  credit  column  left  entirely  blank.  The 
procedure  for  adjusting  such  cases  should  be  the  same  as  that  sug- 
gested in  the  preceding  paragraph. 

(k)  In  many  cases  (prior  to  the  summer  of  1918)  the  indi- 
vidual report  card  given  to  the  student  does  not  agree  with  the 
record  appearing  on  the  class  list  reported  by  the  instructor.  In 
such  cases,  the  list  reported  by  the  instructor  should  be  followed. 

(1)  In  some  cases  (prior  to  the  summer  of  1918)  there  is 
a  student's  report  card  showing  certain  credits,  but  there  is  no 
report  submitted  by  the  instructor  to  indicate  that  such  a  course 
was  given  or  such  credit  received  by  the  student.  In  such  cases, 
the  student  should  be  given  the  opportunity  to  file  a  written  state- 
ment giving  all  significant  information  possible,  including  the  names 
of  as  many  of  the  fellow  members  of  the  class  as  can  be  recalled, 
giving  the  name  of  the  instructor,  giving  information  as  to  the 
scope  of  the  course,  and  the  terms  during  which  it  was  given,  and 
the  number  of  hours  per  week  devoted  to  lecture  and  recitation 
work  in  the  subject.  If  such  a  statement  should  be  filed,  it  should 
then  be  followed  by  requests  for  confirming  information  from  the 
instructor,  if  he  is  available,  and  from  some  of  the  fellow  students. 
If  the  information  thus  obtained  seems  reasonable,  and  creates  a 
strong  presumption  that  such  a  class  of  instruction  was  actually 
conducted,  then  the  student  should  be  given  the  benefit  of  the 
doubt  and  credit  should  be  granted. 

(m)  In  connection  with  a  few  names  on  some  class  lists, 
filed  by  instructors  (prior  to  the  summer  of  1918)  a  grade  of 
"Failed"  is  recorded  opposite  the  name,  and  yet  there  is  also,  oppo- 
site the  name,  a  stipulated  amount  of  credit.  This  should  be  in- 
terpreted as  merely  the  amount  of  the  credit  that  would  have  been 
granted  if  the  subject  had  been  passed,  and  of  course,  since  the 
evidence  indicates  that  it  was  not  passed,  no  credit  should  be 
allowed. 


42  THE  PROFESSIONAL  EDUCATION 

(n)  There  are  some  other  types  of  irregularities  in  the 
records  prior  to  the  summer  of  1918,  each  occurring  in  a  few  cases 
only.  All  such  cases  should  be  adjusted,  following  as  closely  as 
possible,  the  methods  of  procedure  as  indicated  in  the  special  cases 
just  enumerated.  Whenever,  in  any  particular  case,  the  facts 
available  indicate  a  reasonable  presumption  that  the  work  in  ques- 
tion was  satisfactorily  completed  so  as  to  deserve  a  certain  amount 
of  credit,  then  the  doubt  should  be  resolved  in  favor  of  the  student, 
provided,  of  course,  that  such  action  does  not  result  in  the  approval 
of  excessive  amounts  of  credit,  contrary  to  the  recommendations 
for  scaling  down  as  given  above.  The  number  of  persons  thus 
receiving  credit  and  later  carrying  forward  their  study  to  the 
point  of  actually  getting  the  degree  will  be  very  small,  so  that  the 
consequence  of  an  occasional  error  in  granting  unearned  credit 
will  be  very  slight. 

(o)  Evidently  the  credit  offered  and  placed  on  record  during 
the  three  years  subsequent  to  the  summer  of  1915  was  intended 
primarily  for  submission  to  the  State  Department  of  Public  In- 
struction as  credit  towards  a  life  teaching  certificate,  and  no  obliga- 
tion exists  to  count  that  credit  towards  any  diploma  or  degree 
issued  by  the  Cleveland  School  of  Education  or  the  Western  Re- 
serve University,  in  excess  of  its  intrinsic  value  as  judged  by  the 
standards  of  the  best  universities  or  teachers'  colleges. 

(p)  It  is  understood  that  the  recommendations  just  made  in 
regard  to  the  recognition  towards  a  degree  of  work  done  under 
the  auspices  of  the  Cleveland  School  of  Education  or  the  former 
Cleveland  Normal  Training  School  are  independent  of  the  proper 
and  just  action  which  should  be  taken  by  the  Cleveland  Board  of 
Examiners  in  evaluating  these  records  of  previous  work  for  use 
in  connection  with  the  salary  and  promotion  of  teachers  in  the 
service.  The  Board  of  Examiners  should,  of  course,  be  free  to 
use  its  best  judgment  as  to  what  the  demands  of  justice  are  in  con- 
nection with  these  irregularities.  The  utmost  that  the  Cleveland 
School  of  Education  can  do  in  this  connection  is  to  certify  tran- 
scripts of  the  records  as  they  actually  exist.  At  this  point,  it  should 
be  observed,  also  that  any  advancement  in  the  salary  scale  by  spe- 
cial legislation  whereby  some  individuals  were  given  a  standing 
higher  than  their  scholastic  preparation  would  warrant,  does  not 
impose  any  obligation  for  the  granting  of  advanced  credit  in  the 
Cleveland  School  of  Education  or  in  the  Western  Reserve  Uni- 


OF  TEACHERS  IN  CLEVELAND  43 

versity,  beyond  that  actually  based  on  acceptable  scholastic  records. 
This  does  not  necessarily  mean  different  standards,  except  in  the 
cases  of  certain  teachers  now  in  the  service. 

4.  In  the  case  of  applicants  asking  for  advanced  credit  for 
work  done  under  auspices  other  than  the  former  Cleveland  Normal 
Training  School,  or  the  Cleveland  School  of  Education,  or  the 
Western  Reserve  University,  the  applicant  should  be  required  to 
arrange  for  the  submission  of  official  credentials  giving  full  in- 
formation in  detail  concerning  the  work  for  which  credit  is  asked. 
If  the  work  was  done  under  the  auspices  of  a  normal  school,  col- 
lie, or  university,  which  is  fully  recognized  as  an  institution  of 
good  standing,  then  credit  should  be  granted  for  it,  provided  it  is 
subject  matter  which  can  properly  be  counted  in  the  curriculum 
which  the  applicant  proposes  to  pursue.  In  case  the  work  was  not 
done  in  an  institution  which  is  so  recognized,  credit  should  not  be 
granted.  This  includes  the  non-recognition  of  scholastic  work 
done  by  correspondence  or  in  simimer  Ohautauquas,  state  teachers' 
reading  circles,  or  under  similar  auspices.  It  is  very  important 
that  all  credit  granted  towards  the  degree  should  be  based  on  good 
standards.  Every  degree  issued  should  be  such  as  to  command 
unquestioned  recognition  from  the  graduate  schools  of  the  larger 
universities  of  the  country. 


CHAPTER  VIII. 

The  Organization  of  the  Faculty  of  the  Senior  Teachers 
College  and  the  Administration  of  Courses,  Leading 
TO  Degrees  in  Education 

It  is  unnecessary  to  point  out  that  a  cooperative  arrangement 
such  as  is  now  in  force  between  the  Cleveland  School  of  Education 
and  Western  Reserve  University  presents  a  difficult  administrative 
problem.  Anything  in  the  nature  of  a  dual  control  or  a  divided 
responsibility  would  be  almost  certain  to  interfere  seriously  with 
the  service  which  the  Senior  Teachers  College  should  render.  For 
this  reason,  the  Senior  Teachers  College  should  have  its  own  ad- 
ministrative organization,  and  to  this  organization  a  large  measure 
of  authority  should  be  delegated  jointly  by  the  Cleveland  Board  of 
Education  on  the  one  hand  and  Western  Reserve  University  on 
the  other  hand. 

The  framework  of  such  an  organization  already  exists  in  the 
Joint  Conference  Committee  that  has  been  in  charge  of  the  co- 
operative program  carried  out  during  the  past  year.  The  Commis- 
sion recommends  that  this  Committee  be  continued  with  its  present 
personnel  for  a  period  of  at  least  two  years,  and  that  it  be  charged 
with  responsibility  for  the  formulation  of  all  general  educational 
policies  of  the  Senior  Teachers  College  and  for  its  administration. 
At  the  close  of  this  two-year  period,  the  Joint  Conference  Com- 
mittee will  be  in  a  position  to  recommend  either  the  further  con- 
tinuance of  such  a  committee  or  some  other  plan  of  organization 
that  may  then  prove  itself  better  suited  to  the  situation. 

The  membership  of  the  delegation  representing  the  Cleveland 
Board  of  Education  in  the  Joint  Conference  Committee  is  an  ex- 
officio  membership  consisting  of  the  President  of  the  Board  of 
Education,  the  Superintendent  of  Schools,  and  the  head  (the  Dean) 
of  the  Cleveland  School  of  Education.  The  membership  of  the  Uni- 
versity's delegation  while  not  nominally  an  ex-officio  membership 
is  nevertheless  essentially  that,  consisting  as  it  does,  of  the  Dean 
of  Adelbert  College,  the  head  of  the  Department  of  Education  of 
the  College  for  Women,  and  the  Treasurer  of  the  University.  It  is 
at  once  apparent  that  all  the  members  of  the  Joint  Conference 
Committee  are  by  reason  of  their  official  positions  burdened  with 
many  responsibilities  aside  from  the  general  oversight  of  the  Senior 


46  THE  PROFESSIONAL  EDUCATION 

Teachers  College  and  it  is  clear  that  they  will  need  for  the  proper 
administration  of  its  affairs  the  assistance  of  three  subordinate 
officials : 

(1)  A  Director 

(2)  A  Registrar 

(3)  A  Treasurer 

It  is  recommended  that  for  the  two  year  period  referred  to  above 
these  officials  be  appointed  by  the  Joint  Conference  Committee  sub- 
ject to  the  approval  of  the  Cleveland  Board  of  Education  and  the 
trustees  of  Western  Reserve  University. 

The  "Director  of  the  Senior  Teachers  College  of  the  Cleveland 
School  of  Education  and  Western  Reserve  University"  should  be 
appointed  from  among  those  who  are  on  the  instructional  staff  of 
Western  Reserve  University  or  the  Cleveland  School  of  Education 
and  preferably  from  outside  of  the  membership  of  the  Joint  Con- 
ference Committee.  He  should  be  the  executive  secretary  and 
chief  administrative  officer  of  the  Senior  Teachers  College  and  the 
chairman  of  its  faculty.  His  office  should  be  located  in  the  Cleve- 
land School  of  Education. 

The  Registrar  should  be  chosen  from  the  staff  of  the  Cleveland 
School  of  Education  by  the  Joint  Conference  Committee  subject  to 
the  approval  of  the  Qeveland  Board  of  Education  and  the  Trustees 
of  Western  Reserve  University,  and  his  official  title  insofar  as  his 
functions  concern  the  joint  activities  of  the  Cleveland  School  of 
Education  and  Western  Reserve  University  should  be  "Registrar 
of  the  Senior  Teachers  College  of  the  Cleveland  School  of  Education 
and  Western  Reserve  University".  The  Registrar's  office  should 
be  so  located  as  to  be  easily  accesible  to  the  office  of  the  Director. 
It  is  recommended  that  one  Registrar's  office  should  serve  for  all 
work  done  under  the  auspices  of  the  Cleveland  School  of  Education 
in  the  Junior  Teachers  College  and  for  all  work  done  under  the 
auspices  of  the  Joint  Conference  Committee  of  the  Cleveland  School 
of  Education  and  Western  Reserve  University. 

The  Registrar's  office  force  should  include  in  addition  to  a 
trained  Registrar  a  sufficient  number  of  clerks  and  stenographers 
to  handle  all  the  work  that  normally  belongs  to  any  such  office,  in- 
cluding the  passing  upon  applications  for  admission,  either  with  or 
without  advanced  standing,  the  registration  of  students  for  their 
work  at  the  beginning  of  each  semester  and  at  the  beginning  of  the 


OF  TEACHERS   IN   CLEVELAND  47 

summer  session,  the  checking  up  of  records  of  work  in  each  particu- 
lar case  with  the  requirements  of  the  curriculum  which  the  student 
in  question  is  following,  the  certification  of  records  and  advanced 
credit  to  the  proper  authorities  in  the  Cleveland  School  of  Educa- 
tion and  in  the  Western  Reserve  University,  as  occasion  requires, 
and  the  certification  of  records  to  the  Board  of  Examiners  of  the 
Cleveland  School  System,  or  to  other  persons  or  institutions  as 
occasion  arises. 

The  Registrar  should  have  at  least  one  stenographer  for  carrying 
on  the  necessary  correspondence  and  an  additional  stenographer  or 
clerk  for  each  group  of  1,000  full  and  part  time  students,  or  major 
fraction  thereof,  in  excess  of  1500\  Furthermore,  if  there  should 
be,  during  any  particular  period  of  time,  a  large  number  of  requests 
for  the  evaluation  of  past  records,  then  there  should  be  temporarily 
added  an  additional  clerk  with  sufficient  training  and  ability  so  that 
she  could  be  used  as  an  Assistant  Registrar.  This  suggestion  of  an 
Assistant  Registrar,  is  made  because,  usually,  special  rushes  for  the 
evaluation  of  credentials  are  due  to  some  circumstances  which  make 
it  important  that  evaluations  be  made  promptly. 

The  "Treasurer  of  the  Senior  Teachers  College  of  the  Cleve- 
land School  of  Education  and  Western  Reserve  University"  should 
be  chosen  from  the  staff  of  the  Cleveland  School  of  Education 
by  the  Joint  Conference  Committee  subject  to  the  approval  of  the 
Cleveland  Board  of  Education  and  the  Trustees  of  Western  Reserve 
University.  His  office  should  be  so  located  as  to  be  easily  ac- 
cessible to  the  offices  of  the  Registrar  and  the  Director.  The 
Treasurer  should  be  authorized  to  collect  all  tuitions  and  fees  due 
under  the  approved  schedules  for  courses  offered  in  the  Senior 
Teachers  College,  whether  given  by  the  members  of  the  instructional 
staff  of  the  Cleveland  School  of  Education,  of  Western  Reserve 
University  or  of  any  other  cooperating  institution.  The  Treasurer 
should  also  be  authorized  to  make  refunds  under  such  regulations 
as  the  Joint  Conference  Committee  may  from  time  to  time  approve. 
It  will  be  a  matter  of  great  convenience  to  teachers  and  others  en- 
rolling in  courses  given  by  both  institutions  to  be  able  to  complete 
registration  and  the  payment  of  bills  and  to  secure  refunds  at  the 
same  office  or  in  the  same  building.    The  Treasurer  should  be  placed 


1  In  this  connection,  the  following  figures  giving  the  enrollment  of  the  several  depart- 
ments and  sessions  for  the  past  year  (1920-21)  should  be  noted:  Total  enrollment  in 
Junior  Teachers  College,  325;  Extension  Courses  for  Teachers,  2043;  Smith  Hughes 
Courses,    522;    Summer    Session,    1373. 


48  THE   PROFESSIONAL  EDUCATION 

under  bond  in  any  amount  which  the  Joint  Conference  Committee 
may  approve  and  should  be  given  specific  instructions  from  the 
Joint  Conference  Committee  concerning  the  principles  which  are  to 
govern  the  division  of  income  between  the  treasury  of  the  Cleveland 
Board  of  Education  and  the  treasury  of  Western  Reserve  University 
or  other  institutions  ofifering  courses  under  authorization  from  the 
Committee.  The  Treasurer's  accounts  should  be  audited  by  the 
chief  accountant  of  the  Cleveland  Board  of  Education  and  the  chief 
accountant  of  the  office  of  the  Treasurer  of  Western  Reserve  Uni- 
versity each  year  as  soon  as  may  be  after  the  close  of  the  summer 
session.  Their  report  should  be  made  in  writing  to  the  Joint  Con- 
ference Committee  for  transmittal  to  the  Cleveland  Board  of  Edu- 
cation and  the  Board  of  Trustees  of  Western  Reserve  University. 

It  is  recommended  that  the  Director  of  the  Senior  Teachers 
College  be  authorized  to  assign,  (subject  to  the  approval  of  the 
Joint  Conference  Committee)  any  members  of  the  instructional 
staff  of  the  Cleveland  School  of  Education  or  of  Western  Reserve 
University  to  conduct  courses  in  the  Senior  Teachers  College.  These 
assignments  should  be  made  for  the  year,  or  semester  or  the  summer 
session.  In  so  far  as  their  duties  in  that  College  are  concerned,  the 
persons  assigned  in  the  way  just  described  to  give  instruction  in 
the  Senior  Teachers  College  should  be  administratively  responsible 
to  the  Director  of  the  College  and  through  the  Director  to  the  Joint 
Conference  Committee.  It  is  the  recommendation  of  the  Commis- 
sion that  the  usual  collegiate  grades  and  titles  be  recognized  in  the 
organization  of  the  instructional  staff,  and  that  the  assignments 
referred  to  above  should  specify  the  grade  and  title  of  every  person 
thus  assigned, — whether  it  be  professor,  associate  professor,  assis- 
tant professor,  lecturer,  instructor,  or  assistant — in  the  institution 
in  which  he  holds  his  major  appointment.  It  is  further  recom- 
mended that  the  faculty  of  the  Senior  Teachers  College  comprise 
the  members  of  the  instructional  staff  of  the  College  who  hold  the 
title  of  assistant  professor,  associate  professor,  or  professor  (in 
either  the  Cleveland  School  of  Education  or  Western  Reserve  Uni- 
versity). 

At  this  point  there  arise  numerous  interesting  and  important 
questions  concerning  the  proper  division  of  responsibilities  as  be- 
tween the  faculty  on  the  one  hand  and  the  administrative  council  or 
Joint  Conference  Committee  and  its  executive  secretary,  the  Director 


OF  TEACHERS  IN   CLEVELAND  49 

of  the  College,  on  the  other  hand,  for  the  initiation  or  the  approval 
of  policies  touching  the  administration  of  the  courses,  the  formula- 
tion and  revision  of  curricula,  conditions  of  credit,  etc.,  etc.  In 
the  development  during  the  past  year  of  the  details  of  a  general  plan 
for  institutional  cooperation  agreed  upon  in  July,  1920,  the  Com- 
mittee found  few  precedents  to  point  the  way  and  almost  no  funda- 
mental principles  of  college  administration  clearly  applicable  to 
the  solution  of  the  problems  by  which  they  were  confronted.  Tihe 
creation  of  an  effective  organization  which  might  properly  function 
as  a  faculty  or  legislative  council  could  not  safely  be  undertaken  in 
haste.  While  it  was  imperative  in  meeting  the  needs  of  the  Cleve- 
land schools  that  the  committee  should  initiate  policies,  it  was  clearly 
impossible  to  submit  them  for  formal  approval  to  any  properly  con- 
stituted academic  body,  representing  both  the  Cleveland  School  of 
Education  and  Western  Reserve  University.  They,  therefore, 
wisely  invited  suggestions  from  every  quarter  within  the  University 
and  the  Cleveland  School  System  and  in  the  meantime  pressed  for- 
ward aggressively  with  a  somewhat  comprehensive  program.  The 
outcome  seems  to  be  most  gratifying  both  in  the  achievements  of 
the  year  and  in  the  general  approval  which  has  been  given  to  the 
methods  by  which  these  results  were  attained. 

It  is  the  belief  of  the  Commission  that  in  the  further  develop- 
ment of  the  educational  policies  and  programs  of  the  Senior 
Teachers  College  the  faculty  (constituted  as  above  indicated) 
should  play  an  increasingly  significant  part  in  determining  such 
matters  for  instance  as  the  courses  to  be  offered,  the  organization 
of  these  courses  into  curricula,  the  amount  of  credit  that  each  course 
shall  carry,  the  number  of  credits  that  may  be  earned  in  a  given 
time  by  students  under  the  varying  conditions  that  extra-mural 
instruction  involves,  and  the  conditions  of  graduation.  Dur- 
ing the  two  year  period  above  referred  to,  policies  touching  these 
matters  that  are  initiated  either  by  the  Joint  Conference  Committee 
or  by  the  Director  should,  in  our  opinion,  be  submitted,  when  pos- 
sible, for  faculty  discussion  and  recommendations  before  being 
adopted.  It  is  hoped  that  by  the  close  of  this  period  the  organiza- 
tion of  the  college  faculty  may  be  so  well  stabilized  and  unified  as  to 
make  it  possible  to  place  in  its  hands  complete  responsibility  for 
the  determination  of  policies  in  respect  to  such  matters  and  to  de- 
pend upon  executive  authority  only  for  final  and  offtcial  approval. 


1 


60  THE   PROFESSIONAL  EDUCATION 

The  suggestion  that  the  curriculum  policies  should  be  deter- 
mined very  largely  by  faculty  action  should  not  be  interpreted  to 
mean  that  modem  scientific  methods  of  studying  the  curriculum 
problem  are  out  of  place  in  an  institution  of  this  sort.  On  the 
contrary,  faculty  judgment  should  as  far  as  possible  be  based  upon 
the  results  of  careful  studies  undertaken  by  members  of  the  staff 
or  others  who  are  especially  qualified  for  this  type  of  investigation. 
The  methods  of  "job  analysis"  that  have  been  applied  so  effectively 
in  other  fields  of  vocational  education  will  doubtless  be  of  large 
value  here,  and  the  specialists  in  applied  psychology  in  the  Cleveland 
School  of  Education  and  in  the  University  may  very  profitably  co- 
operate in  conducting  studies  of  this  sort. 

W'hat  may  be  called  the  internal  organization  of  the  faculty 
of  the  Senior  Teachers  College  will  from  this  point  on  merit  the 
most  careful  consideration  on  the  part  of  the  Joint  Conference 
Committee.  The  Commission  believes  that  Departments  or  Divi- 
sions of  Instruction  should  be  provisionally  established,  bringing 
together  in  groups  that  will  be  neither  too  numerous  nor  too  large, 
the  members  of  the  instructional  staff  whose  problems  are  closely 
related.  It  is  recommended  that  for  the  two-year  period  referred 
to  above  each  Division  work  under  the  leadership  of  a  chairman  to 
be  appointed  annually  by  the  Joint  Conference  Comjnittee.  These 
chairmen  may  appropriately  be  chosen  as  the  circumstances  may 
in  each  case  warrant  from  the  list  of  persons  whose  appointment 
on  the  instructional  staff  of  either  the  Cleveland  School  of  Educa- 
tion or  the  University  has  been  authorized  by  its  governing  body. 
Proposals  regarding  courses,  curricula,  credit,  and  other  matters  of 
educational  policy  will  naturally  be  initiated  by  these  Divisions  of 
Instruction  and  referred  to  the  Faculty  of  the  Senior  Teachers 
College  for  recommendation  to  the  Joint  Conference  Committee. 
Unlike  the  membership  of  the  Faculty  of  the  Senior  Teachers  Col- 
lege, the  membership  of  each  Division  should  include  all  persons 
giving  instruction  in  the  field  covered,  irresi>ective  of  rank  or  grade. 
Since  the  larger  number  of  individual  courses  offered  in  any  one 
year  in  the  Senior  Teachers  College  will  be  conducted  by  members 
of  its  staff  whose  major  teaching  schedules  will  lie  in  some  other 
college  (say  Adelbert  College,  the  College  for  Women,  the  School 
of  Applied  Social  Sciences  or  the  Junior  Teachers  College)  and 
since  there  will,  therefore,  be  likely  to  be  less  continuity  of  service 
in  the  instructional  staff  of  the  Senior  Teachers  College  than  in  the 


OF  TEACHERS  IN  CLEVELAND  51 

Other  associated  schools,  it  will  obviously  require  some  time  to 
stabilize  and  unify  the  organization  of  each  Division  of  Instruction. 

During  the  period  when  the  school's  major  policies  are  in  the 
process  of  formulation  by  the  cooperative  efforts  of  its  Administra- 
tive Council,  (the  Joint  Conference  Committee),  the  Faculty  and 
the  Divisions  of  Instruction  it  is  important  that  the  officers  of 
the  Joint  Conference  Committee  and  the  Director  should  hold 
periodical  meetings  with  the  Chairmen  of  Divisions  of  Instruction 
and  that  a  definite  effort  be  made  by  these  means  to  give  some  over- 
sight to  the  matter  of  maintaining  creditable  standards  of  work  in 
every  department.  It  is  a  matter  of  the  greatest  importance  that  the 
regulations  governing  the  conditions  of  credit  be  consistently  en- 
forced^ during  the  two-year  period  referred  to  above  pending  the 
time  when  the  administrative  machinery  of  the  college  has  been 
put  in  complete  running  order. 

Under  the  agreement  now  in  force  between  the  Cleveland  Board 
of  Education  and  the  Trustees  of  Western  Reserve  University  pro- 
vision is  inade  that  candidates  for  degrees  in  Education  to  be  con- 
ferred by  the  University  on  the  completion  of  the  prescribed  courses 
of  the  Senior  Teachers  College  shall  present  approximately  half  the 
necessary  credits  in  courses  taken  nominally  under  the  auspices  of 
the  University.  While  this  requirement  is  sound  in  principle  insist- 
ence by  the  University  upon  its  literal  fulfillment  would  certainly 
work  hardship  in  individual  cases  and  tend  to  limit  the  service 
which  the  Senior  Teachers  College  might  otherwise  render,  for  the 
reason  that  in  the  pursuit  of  major  sequences  students  will  not  find 
for  some  time  to  come  a  sufficient  number  of  courses  offered  in  all 
departments  of  the  University.  It  is  therefore  recommended  that 
during  the  two  year  period  above  referred  to  when  there  is  likely 
to  be  a  heavy  matriculation  of  students  of  advanced  standing  in  the 
Senior  Teachers  College  and  when  many  adjustments,  it  would 
seem,  must  necessarily  be  made  in  the  acceptance  of  credit  for  work 
previously  done,  the  application  of  this  rule  may  safely  be  varied  in 
individual  cases  on  the  recommendation  of  the  Director  and  with 
the  approval  of  the  Joint  Conference  Committee. 

It  is  the  understanding  of  the  Commission  that  persons  com- 
pleting approved  courses  in  the  Senior  Teachers  College  will,  under 
certain  conditions,  be  granted  degrees  in  Education  by  Western 


1  In  Appendix  B  are  given  the  regulations  in  force  during  the  current  year.  These 
seem  to  have  been  admirably  conceived  and  will  with  minor  modifications  from  time  to 
time  furnish  a  good  working  basis  for  the  administration  of  credits,  etc.,  for  the  two  year 
period  referred  to  abovc» 


1 


52      THE  PROFESSIONAL  EDUCATION  OF  TEACHERS   IN   CLEVELAND 

Reserve  University.^  In  order  to  safeguard  the  interests  of  the 
University,  it  will  obviously  be  necessary  that  the  courses  and 
curricula  which  carry  credit  toward  these  degrees  in  Education  be 
approved  by  the  University  Faculty.  Inasmuch  as  the  University 
Faculty  is  adequately  represented  in  the  Joint  Conference  Com- 
mittee, and  inasmuch  as  the  Joint  Conference  Committee  will  take 
counsel  as  fully  as  possible  with  the  chairmen  of  the  Divisions  of 
Instruction  and  with  the  Faculty  of  the  Senior  Teachers  College 
before  making  recommendations  to  the  University  Faculty  on 
courses,  on  curricula,  or  on  the  granting  of  degrees,  it  is  assumed 
that  such  recommendations  can  for  the  most  part  be  safely  approved. 

Another  matter  of  considerable  importance  remains  to  be  con- 
sidered. It  seems  to  the  Commission  that  it  is  especially  desirable 
that  persons  who  hold  major  appointments  on  the  staff  of  instruc- 
tion in  the  Cleveland  School  of  Education  should,  during  any  period 
in  which  they  have  been  assigned  for  courses  in  the  Senior  Teachers 
College  (provided  they  otherwise  meet  acceptable  University  stand- 
ards,) be  given  a  recognized  status  in  the  University  organization. 
The  Commission  suggests  that  an  arrangement  be  made  whereby 
such  persons  may  be  appointed  for  temporary  periods  to  the  instruc- 
tional staff  of  the  University  upon  the  recommendation  of  the  Joint 
Conference  Committee  approved  by  the  President  of  the  University. 

Finally,  it  must  be  evident  from  the  preceding  discussions  and 
recommendations  that  the  administrative  problems  connected  with 
the  organization  of  the  faculty  of  the  Senior  Teachers  College  and 
the  administration  of  courses  offered  in  this  college  are  numerous 
and  are  of  an  intricate  character.  This  solution  will  not  be  an 
easy  one.  However,  the  Joint  Conference  Committee  which  under 
the  contract  now  existing  between  the  Cleveland  Board  of  Educa- 
tion and  the  University  has  been  charged  with  responsibility  for 
working  out  these  problems  has  made  a  commendable  beginning  and 
has  been  able  thus  far  not  only  to  develop  a  program  but  to  com- 
mand support  for  it.  The  Commission  believes,  therefore,  that 
whatever  difficulties  may  present  themselves  in  the  future,  the 
institutions  which  have  joined  in  this  enterprise  will,  through  their 
properly  authorized  representatives  make  such  concessions  and  ad- 
justments as  may  be  necessary  to  insure  the  ultimate  and  complete 
success  of  the  enterprise  and  that  they  will  make  as  occasion  may 
demand  sacrifices  worthy  of  the  great  cause  to  be  served. 


1  See  Appendix  B,  Appendix  C,  and  Appendix  D. 


CHAPTER  IX, 

Experimental,  Demonstration  and  Training  Schools 

The  laboratory  equipment  of  the  Cleveland  School  of  Educa- 
tion includes  (1)  an  elementary  experimental  school  in  each  of  the 
supervisory  districts  of  the  elementary  school  system  of  the  city ; 
(2)  an  elementary  demonstration  school  quartered  in  the  south  wing 
of  the  Cleveland  School  of  Education  building;  (3)  two  elementary 
training  schools  (Bolton  and  Murray  Hill  schools),  each  comprising 
a  kindergarten  and  grades  I  to  VI  inclusive;  (4)  a  junior  high 
demonstration  and  training  school  (Fairmount  Junior  High  School) 
which  is  now,  under  the  wise  provision  of  the  Board  of  Education, 
available  also  as  a  training  school  to  students  of  the  College  for 
Women  of  Western  Reserve  University  who  are  preparing  to  teach 
in  secondary  schools;  (5)  a  system  of  cadet  centers,  one  or  more 
in  each  of  the  supervisory  districts  of  the  elementary  school  system 
of  the  city,  in  each  of  which  a  group  not  to  exceed  fifteen  graduates 
of  the  Junior  Teachers  College,  are  assigned  during  the  first  year  of 
their  teaching  to  the  immediate  supervision  of  an  experienced  "help- 
ing teacher"  or  "cadet  supervisor". 

The  elementary  training  schools  are  of  special  significance  to 
the  Junior  Teachers  College  as  is  the  Junior  High  Training  School 
to  the  College  for  Women  and  to  the  Senior  Teachers  College.  The 
demonstration  schools  should  be  of  large  use  to  the  Senior  College 
classes.  The  poHcy  of  maintaining  during  the  summer  session,  a 
well  rounded  program  of  demonstration  school  activities  in  all  de- 
partments including  kindergarten  and  all  elementary  grades  and  in 
almost  all  junior  and  senior  high  school  subjects  as  well  as  "special" 
class  for  supernormal,  subnormal  and  retarded  children  and  classes 
in  gardening,  and  other  out  door  activities  and  of  having  the 
elementary  demonstration  schools  and  some  junior  high  demonstra- 
tion classes  in  session  on  Saturday  during  the  regular  school  year  for 
the  convenience  of  teachers  in  service  is  especially  to  be  com- 
mended. 

The  Commission  also  commends  highly  the  recent  establish- 
ment of  experimental  schools  to  supplement  the  excellent  laboratory 
system  that  already  has  been  developed.  There  is  a  distinct  need  for 
testing  in  a  restricted  area  and  under  controlled  conditions  new  pro- 
posals in  teaching-methods,  in  the  organization  of  school  studies, 
and  in  school  and  class  management  before  these  proposals  are 
adopted  on  a  large  scale.   A  most  serious  source  of  ^vaste  has  here- 


54  THE  PROFESSIONAL  EDUCATION 

tofore  been  involved  in  the  failure  to  make  such  tests ;  witness,  for 
example,  the  successive  changes  that  were  made  throughout  the 
country  in  the  "systems"  of  handwriting  between  the  years  1900 
and  1915,  the  endless  debate  regarding  "best  methods"  of  teaching 
the  fundamentals  of  reading,  the  rivalry  among  proponents  of 
different  systems  of  instruction  in  music  and  art.  to  say  nothing  of 
the  innumerable  schemes  for  reorganizing  the  elementary  and 
secondary  curricula.  Most  educational  processes  are  intricately  com- 
plex, and  some  will  perhaps  permanently  defy  efforts  toward  help- 
ful analysis  and  experimentation;  but  others  are  relatively  simple 
and  even  those  that  are  complicated  frequently  yield  to  persistent 
attack.  There  is  every  reason  to  believe  that  well  equipped,  care- 
fully organized  and  properly  administered  experimental  schools  will 
make  the  same  type  of  enduring  contribution  to  educational  progress 
that  the  agricultural  and  engineering  experiment  stations  have  made 
to  progress  in  husbandry  and  industry.  The  number  of  truly  ex- 
perimental schools  now  in  existence  is  very  small.  There  is  an  op- 
portunity here  for  the  city  of  Cleveland  to  render  an  invaluable 
service. 

In  the  judgment  of  the  Commission,  the  experimental  schools 
should  include  at  the  outset  two  or  three  medium  sized  elementary 
schools  of  fifteen  to  twenty  classrooms,  including  the  kindergarten 
and  the  first  six  grades  and  an  equal  number  of  larger  buildings. 
Ultimately  junior  high  school  and  senior  high  school  departments 
might  well  be  added.  At  least  one  of  these  schools  should  be  con- 
veniently accessible  to  the  School  of  Education  building,  but  im- 
mediate proximity  is  of  course  not  so  essential  here  as  in  the  case 
of  the  demonstration  and  training  schools.  The  buildings  chosen 
should  be  constructed  in  such  a  way  as  to  make  possible  a  wide 
variety  of  school  activities  and  forms  of  group  organization  and  to 
provide  for  the  testing  of  different  types  of  school  furniture  and 
apparatus.  There  should  also  be  ample  grounds  for  garden  plots, 
outdoor  classes,  and  athletic  fields. 

The  demonstration  and  the  training  schools  should  be  under 
the  direct  control  of  the  Cleveland  School  of  Education.  For  the 
administration  of  the  training  and  demonstration  schools  a  Director 
of  Training  should  be  appointed  with  appropriate  rank  and  status 
in  the  School  of  Education.  It  would  seem  best  to  have  the  ad- 
ministration of  the  demonstration  and  training  schools  under  a 
single  administration  although  at  the  outset  a  joint  administration 


I 


OF  TEACHERS  IN  CLEVELAND  55 

may  be  justified.  Their  successful  operation  will  obviously  call  for 
the  closest  cooperation  of  administrators  and  teachers  in  the  School 
of  Education  on  one  hand  and  of  all  members  of  the  field  force 
concerned  in  the  administration  and  supervision  of  any  particular 
school,  as  well  as  of  its  immediate  instructional  staff. 

It  is  obvious  that  appointments  to  teaching  and  supervisory 
positions  in  the  demonstration  and  the  training  schools  should  carry 
with  them  a  distinct  recognition  of  superior  merit.  Provided  that 
such  appointees  meet  the  conditions  of  education,  experience,  and 
proficiency  demanded  for  appointments  to  the  faculty  of  the  Cleve- 
land School  of  Education,  there  should  be  no  discrimination  against 
them  as  to  either  rank  or  salary  on  the  ground  that  they  will  be 
primarily  concerned  with  the  teaching  of  children.  When  such  ap- 
pointees do  not  meet  the  qualifications  demanded  of  appointees  to 
the  School  of  Education  faculty,  they  should  be  paid  a  differential 
of  at  least  $300  as  compared  with  persons  doing  corresponding 
work  in  the  other  divisions  of  the  Cleveland  school  system. 

Each  training  and  demonstration  school  should  have  its  own 
staff  serving  under  a  school  principal.  In  the  training  schools, 
departmental  principals  or  "supervisors  of  training"  for  the  kinder- 
garten, the  primary,  and  the  "intermediate"  grades,  and  for  the 
junior  high  school  grades  are  also  needed.  Student  teachers  as- 
signed to  a  training  school  should  be  considered  members  of  the 
instructional  staff  during  their  period  of  service. 

There  is  large  advantage  in  having  teachers  in  the  Cleveland 
School  of  Education  assigned  to  certain  supervisory  duties  in  the 
demonstration  and  training  schools,  thus  bringing  them  in  close 
and  frequent  contact  with  the  problems  of  the  lower  schools.  These 
duties  in  the  main  will  be  concerned  primarily  with  the  supervision 
of  student  teachers. 

All  of  the  regularly  appointed  principals  and  teachers  of  the 
demonstration  and  the  training  schools  together  with  the  Cleveland 
School  of  Education  instructors  assigned  to  supervisory  duties  may 
well  form  a  "training  department".  This  department  should  hold 
stated  meetings  under  the  chairmanship  of  the  Director  of  Train- 
ing to  consider  and  recommend  the  policies  that  should  govern  the 
work  of  the  training  schools  considered  as  a  laboratory. 

The  demonstration  school  is  clearly  the  place  for  the  excep- 
tionally skillful  teacher.  In  the  appointment  of  such  teachers  the 
Cleveland  school  authorities  have  wisely  given  the  Cleveland  School 


56      THE  PROFESSIONAL  EDUCATION   OF  TEACHERS  IN   CLEVELAND 

of  Education  wide  freedom  in  selecting  persons  from  within  the  sys- 
tem or  outside  of  it.  The  jxtlicy  adopted  in  recent  years  of  attracting 
to  Cleveland  for  work  in  the  demonstration  schools  during  the 
summer  session  a  considerable  number  of  experts  drawn  from  the 
country  at  large  has  much  to  commend  it  entirely  apart  from  the 
success  of  the  particular  demonstrations  of  individual  experts  who 
would  not  be  available  except  for  short  periods  during  their  school 
vacations.  It  indicates  a  determined  effort  to  prevent  the  develop- 
ment of  provincial  attitudes  of  mind  which  is  unfortunately  a  com- 
mon tendency  among  teachers  even  in  the  largest  cities. 

The  administration  of  the  experimental  schools  should  exempli- 
fy the  best  forms  of  cooperative  effort  as  between  the  officials  of 
the  Headquarters  staff  of  the  Cleveland  School  System  and  the 
administrative  officers  of  the  Cleveland  School  of  Education.  The 
staff  of  the  experimental  school  should,  of  course,  be  somewhat 
flexible.  Its  permanent  members  will  be  the  principal  and  his  ad- 
ministrative assistants  together  with  the  specialists  in  educational 
psychology  and  measurements,  most  if  not  all  of  whom  will  also 
give  instruction  in  the  School  of  Education.  The  teachers  will 
generally  be  assigned  from  the  demonstration  and  training  schools 
or  from  other  schools  for  longer  or  shorter  periods.  This  suggestion 
is  made  under  the  assumption  that  an  experimental  school  will  aim 
primarily  to  determine  not  what  can  be  done  with  highly  selected 
teachers  but  rather  what  may  be  expected  from  new  proposals  at 
the  hands  of  the  type  of  teacher  to  whom  the  work  of  elementary 
and  secondary  education  is  commonly  intrusted. 

The  provision  for  "cadet  centers"  at  one  or  other  of  which 
every  graduate  of  the  Junior  Teachers  College  is  provided  with  a 
working  companion,  a  "supervisor  of  cadets,"  an  experienced, 
capable  "helping  teacher"  affords  the  best  possible  safeguards  to 
the  novitiate  during  the  probationary  period  of  her  teaching.  It  is 
gratifying  to  note  that  Cleveland  school  principals  have  been  offi- 
cially instructed  not  to  assign  beginning  teachers  to  mixed  grades 
or  to  portable  class  rooms.  There  is  every  indication  that  the 
Assistant  Superintendent  in  charge  of  elementary  schools,  the 
General  Supervisors,  the  principals  and  the  "cadet  supervisors" 
throughout  the  system  are  making  a  determined  effort  to  introduce 
the  recent  graduates  of  the  Junior  Teachers  College  to  the  work  of 
teaching  under  the  most  favorable  conditions.  This  tends  to  pro- 
mote morale  in  the  teaching  corps  as  well  as  to  develop  individual 
efficiency  in  teaching  and  is  therefore  heartily  commended. 


CHAPTER  X. 

The  Teaching  Load  in  Relation  to  the  Maintenance 
OF  Good  Standards  of  Instruction 

The  regular  teaching  program  of  the  Junior  Teachers  College 
of  the  Cleveland  School  of  Education  is  fifteen  periods  of  class 
work  each  week  for  each  instructor.  For  extra-mural  service,  which 
comprises  most  of  the  teaching  of  senior  college  classes,  the 
standard  "load"  is  twelve  class  hours  each  week.  Extra-mural 
classes  on  Tuesday  and  Thursday  afternoons  from  4 :30  to  5  :30  are 
distributed  among  fifteen  centers  in  different  parts  of  the  city. 
Saturday  classes  are  held  in  a  smaller  number  of  centers.  Evening 
classes  meet  at  convenient  points  near  the  public  square.  Most  of 
the  members  of  the  staff  of  the  Cleveland  School  of  Education 
carry  divided  programs  approximating  two  thirds  of  the  regular 
schedule  with  intra-mural  classes  and  one  third  with  extra-mural 
classes.   The  total  service  is  covered  by  a  flat  salary. 

The  Commission  believes  that  this  arrangement  both  as  to 
"load"  and  as  to  compensation  is  a  fair  one.  The  moderate  "bonus" 
of  time  allowed  to  extra-mural  work  is  clearly  justified  in  view  of 
the  distances  that  instructors  must  travel.  It  would  seem  that  as 
large  a  proportion  of  the  Saturday  classes  as  possible  should  be  held 
at  the  Cleveland  School  of  Education  building  in  order  to  take  ad- 
vantage of  the  library  and  laboratory  equipment  and  especially  of 
the  demonstration  schools.  The  instruction  of  all  classes  held  at  the 
Cleveland  School  of  Education  building  or  in  its  immediate  vicinity 
should,  we  believe,  be  rated  as  intra-mural  service. 

The  standard  teaching  schedule  in  Western  Reserve  University 
is  twelve  class  hours  a  week  for  intra-mural  work.  The  extra-mural 
teaching,  such  as  is  done  in  the  Senior  Teachers  College  has  in  the 
past  been  in  addition  to  the  regular  teaching  program  and  has  been 
rewarded  by  extra  fees, — $20  for  each  class  hour  for  professors, 
$15  for  associate  and  assistant  professors,  and  $10  for  instructors. 

As  long  as  the  support  of  the  extra-mural  service  must  de- 
pend as  at  present  upon  student  fees,  it  would  be  advisable  in  the 
judgment  of  the  Commission  to  place  a  definite  limit  upon  the 
amount  of  work  in  the  Senior  Teachers  College  that  may  be  under- 
taken by  a  member  of  the  University  staff  who  is  carrying  at  the 


58       THE   PROFESSIONAL  EDUCATION   OF  TEACHERS  IN   CLEVELAND 


same  time  a  full  program  of  intra-mural  work.  The  Commission 
suggests  that  the  usual  assignment  to  extra-mural  teaching  under 
these  conditions  be  not  more  than  two  class  hours  each  week  unless 
in  the  judgment  of  the  Joint  Conference  Committee  the  nature  of  the 
work  will  permit  a  maximum  of  three  class  hours.  It  is  a  sound 
principle  of  educational  administration  to  assume  that  an  overloaded 
teaching  program  will  mean  a  falling  off  in  the  quality  of  instruc- 
tion. The  rule,  of  course,  has  its  exceptions ;  different  kinds  of 
teaching  require  varying  expenditures  of  the  teacher's  energies ;  and 
there  are  wide  variations  among  individuals.  The  standard  that  has 
been  generally  accepted  for  instruction  on  the  collegiate  level,  how- 
ever, seems  on  the  whole  to  reflect  fairly  the  net  results  of  long  ex- 
perience. From  twelve  to  sixteen  class  hours  a  week,  with  a  usual 
maximum  of  fifteen,  permits  a  teacher  to  keep  up  with  the  progress 
in  his  field,  to  make  an  occasional  contribution  to  this  advancement, 
to  participate  in  the  discussion  of  the  educational  policies  affecting 
his  profession  and  his  institution,  and  still  to  give  the  bulk  of  his 
time  and  his  energy  to  fresh  preparation  for  the  daily  teaching,  to 
the  actual  teaching  itself,  and  to  the  conference  with  his  students 
which  are  so  important  a  supplement  of  the  classwork.^ 

The  standard  teaching  "load"  assigned  by  the  authorities  of  the 
Cleveland  School  of  Education  and  by  the  authorities  of  the  Uni- 
versity to  the  members  of  their  respective  staffs  as  the  basis  of  full 
time  compensation  for  summer  school  work  is  three  hours  per  day. 
While  this  load  is  slightly  heavier  (so  far  as  the  University  group 
is  concerned)  than  that  carried  during  the  regular  academic  year 
and  considerably  heavier  than  that  generally  carried  by  instructors 
in  well  established  summer  schools  having  adequate  financial  sup- 
port, this  standard  is  perhaps  justifiable  till  such  time  as  larger 
financial  support  may  be  available. 


1  In  practice,  of  course,  this  standard  is  subject  to  recognized  adjustments.  It  will 
be  generally  agreed,  for  example,  that  two  class  periods  devoted  to  laboratory  work  may 
well  count  for  one  and  a  half  class  periods  in  determining  the  teaching  load.  In  teacher 
training  institutions,  the  same  rule  may  be  applied  to  the  supervision  of  student  teachers 
and  to  stated  conferences  with  individuals  and  small  groups.  Where  the  same  work  is 
repeated  in  different  sections,  the  total  load  may  be  increased  slightly  but  usually  not 
more  than  two  or  three  class  hours  a  week.  In  repeated  work,  the  labor  of  preparation  is 
reduced,  but  the  actual  expenditure  of  energy  in  teaching  tends  we  believe  to  be  somewhat 
increased.  The  varying  demands  of  different  subjects  should  also  be  considered.  The 
National  Council  of  Normal  School  Presidents  and  Principals  has  suggested  a  schedule 
of  standard  loads  adjusted  for  teachers  of  English,  history,  art,  physical  training,  and 
other    subjects    (see    Educational    Administration    and    Supervision,    March,    1918). 


CHAPTER  XL 
Financing  the  Work  of  the  Senior  Teachers  College 

While  the  work  of  the  Junior  Teachers  College  is  supported 
entirely  by  the  Cleveland  Board  of  Education,  the  expenses  of  the 
extra-mural  and  extension  work  undertaken  by  members  of  the 
Cleveland  School  of  Education  staff,  as  well  as  the  cost  of  main- 
taining the  Summer  Sessions,  have  heretofore  been  met  for  the 
most  part  by  tuition  fees  supplemented  by  gifts  froin  citizens,  from 
civic  and  philanthropic  societies,  and  from  foundations,  with  sub- 
stantial appropriations  by  the  Cleveland  Board  of  Education  to 
cover  deficits.  ^  The  tuition  fee  in  extra-mural  and  extension 
courses  has  been  fixed  at  the  rate  of  $7.50  for  thirty  class  hours. 
The  fees  in  the  Summer  Session  have  been  at  the  rate  of  $10  for 
thirty  class  hours.  A  special  registration  fee  has  been  charged  per- 
sons not  in  the  employment  of  the  Cleveland  Board  of  Education. 

The  University's  part  in  the  program  of  the  Senior  Teachers 
College  is  financed  by  tuition,  fees,  gifts,  and  subsidies,  and  deficits 
are  covered  by  appropriations  made  by  the  Board  of  Trustees.  The 
tuition  fees  are  slightly  higher  than  those  of  the  Cleveland  School 
of  Education. 

With  the  development  of  the  work  of  the  Senior  Teachers  Col- 
lege it  is  reasonable  to  assume  that  the  expenses  involved  in  its 
operation  will  become  in  larger  and  larger  proportion  a  recognized 
charge  upon  the  public  school  funds  of  the  city.  Certainly  a  defi- 
nite policy  of  tax  support  for  an  institution  which  will  render  to 
the  public  the  large  service  which  the  Senior  Teachers  College 
promises  should  not  require  an  elaborate  defense.  The  necessity 
that  the  Senior  Teachers  College  now  faces  of  in  large  measure 
"paying  its  own  way"  until  its  value  has  been  so  clearly  demon- 
strated that  tax  support  will  be  readily  forthcoming  is  not,  how- 


1  In  addition  to  gifts  from  citizens,  funds  in  the  past  have  been  secured  from  tjhe 
following  organizations:  the  Cleveland  Nutrition  Clinic;  the  Cleveland  Americanization 
Council;  the  Cleveland  Foundation;  the  Cleveland  Anti-Tuberculosis  League;  the  local 
chapter  of  the  American  Red  Cross;  the  State  Board  of  Vocational  Education;  the  Eliza- 
beth McCormick  Memorial  Fund  (free  lecture  courses);  the  Child  Health  Organization 
of  America.  Among  the  activities  of  the  Cleveland  School  of  Education  that  have  been 
aided  through  these  gifts  are:  the  Maison  Francaise  and  the  Department  of  Romance 
Languages ;  the  Institute  of  School  Hygiene  for  the  training  of  school  health  officers, 
school  nurses,  and  nutrition  workers;  the  Department  of  Psychology  for  the  training  of 
teachers  of  a  typical  children;  the  Department  of  Americanization  for  teacher  training 
courses  in  the  teaching  of  English  to  immigrants  and  for  courses  in  the  social  and  racial 
backgrounds  of  recently  arrived  immigrants;  and  the  Department  of  Physical  Education 
for  the   training   of   recreation  leaders. 


00  THE   PROFESSIONAL  EDUCATION 

ever,  without  its  advantages.  A  relative  degree  of  financial  inde- 
pendence at  the  outset  may  well  permit  the  development  of  stan- 
dards that  will  be  taken  later  as  a  matter  of  course  but  which  might 
not  be  so  easily  established  if  the  support  were  entirely  from  public 
funds.  It  would  also  be  most  helpful  to  future  development  under 
tax  support  if  permanent  endowments  for  special  types  of  work 
could  be  provided  from  non-public  sources  during  the  next  few 
years.  The  experience  of  the  few  state  universities  that  have  been  the 
beneficiaries  of  private  endowments  shows  on  the  whole  that  these 
tend  to  stimulate  rather  than  to  reduce  public  appropriations  to  the 
same  institutions.  There  are  undoubtedly  many  wealthy  and  public 
spirited  citizens  in  Cleveland  who  could  and  should  endow  chairs  in 
the  Senior  Teachers  College,  or  found  lecturesships,  or  equip  labora- 
tories, or  provide  buildings.  ^  A  special  endowment  for  the  Uni- 
versity, the  income  of  which  should  be  used  exclusively  for  the 
support  of  the  extra-mural  courses  offered  through  the  Senior 
Teachers  College  to  the  teachers  of  Cleveland,  would  permanently 
link  the  name  of  the  donor  with  the  growth  and  progress  of  the  city. 

With  the  provision  of  larger  funds  for  the  support  of  the  Senior 
Teachers  College  it  is  altogether  probable  that  the  student  fees  will 
be  somewhat  reduced.  To  charge  a  certain  fee  for  tuition  even 
under  the  conditions  of  generous  support  from  other  sources,  is 
however,  a  sound  policy  in  view  especially  of  the  advances  in  salary 
that  are  contingent  upon  advanced  training. 

Almost  certainly  the  time  will  come  when  the  preliminary 
education  of  elementary  teachers  will  be  extended  from  the  present 
two  year  minimum  to  three  and  ultimately  to  four  years.  The  in- 
service  education,  however,  will  not  for  this  reason  be  any  the  less 
significant.  Its  status  will  simply  be  advanced  from  the  senior  col- 
lege to  the  graduate  level.  This  prediction  is  based  upon  the  funda- 
mental principle  that  clearly  underlies  the  program  of  the  Senior 
Teachers  College, — the  recognition,  namely,  of  the  continuous 
growth  of  the  teacher  as  a  basic  condition  of  effective  teaching. 


1  It  is  especially  gratifying  to  note  the  tendency  in  recent  years  on  the  part  of  public 
spirited  citizens  and  quasi  public  organizations  as  well  as  of  private  foundations  in 
Cleveland  to  make  grants  of  money  to  the  Cleveland  School  of  Education  for  the  promo- 
tion of  special  educational  programs  of  large  significance  to  the  immediate  improvement 
of  public  education  or  to  the  general  promotion  of  civic  and  social  welfare  in  the  city, 
state  or  nation.  Reference  is  made  in  particular  to  grants  which  have  been  made  for 
special  courses  for  the  training  of  teachers  in  Americanization,  recreation,  hygiene, 
"special   classes",   etc. 


OF  TEACHERS  IN   CLEVELAND  61 

The  "in  service"  education  of  teachers,  then,  is  not  to  be  looked 
upon  as  a  substitute  for  a  better  preHminary  education  or  as  a 
temporary  expedient  to  be  abandoned  w^henever  the  preliminary 
education  has  been  advanced  to  an  appropriate  level ;  it  is  rather  to 
be  recognized  as  having  both  a  permanent  status  and  a  distinctive 
status  that  differentiates  it  from  preservice  training. 

Among  the  distinctions  that,  in  the  judgment  of  the  Commis- 
sion, should  be  recognized  from  the  outset  is  the  justice  of  requir- 
ing a  fee  for  the  in-service  courses.  Not  only  should  tuition  be 
free  in  the  preservice  institutions,  but  it  is  quite  conceivable  that 
a  system  of  subsidies^  will  ultimately  enable  well  qualified  students 
to  prepare  themselves  for  teaching  without  being  a  burden  to  their 
parents  during  the  process.  Once  the  teacher  has  an  appointment 
on  a  living  and  saving  wage,  however,  the  justice  of  requiring  him 
or  her  to  pay  part  of  the  cost  of  the  further  training  which  will  lead 
to  higher  salary  levels  and  to  wider  professional  recognition  cannot 
be  seriously  questioned. 


1  An  adequate  Student  Loan  Fund  administered  not  as  a  charity  to  provide  further 
educational  opportunities  for  the  impecunious  but  as  a  means  of  furnishing  temporary 
financial  relief  for  distinctly  superior  young  men  and  women  whose  further  professional 
education  would  otherwise  be  impossible  or  would  of  necessity  be  too  long  delayed  will 
in  all  probability  furnish  the  most  satisfactory  solution  for  the  immediate  future. 
The  alumnae  society  of  the  Cleveland  School  of  Education  is  about  to  launch  a  move- 
ment to  create  such  a  fund.  If  this  fund  is  established  on  a  sound  legal  basis  and  is 
administered  in  the  interests  of  high  standards  it  should  accomplish  a  great  deal  of  good 
and  under  these  conditions  should  be  liberally  supported. 


I 


CHAPTER  XII 

The  Contract  Between  the  Cleveland  School  of  Education 
AND  Western  Reserve  University 

A  contract  has  been  in  force  during  the  past  year  between  the 
Cleveland  Board  of  Education  and  Western  Reserve  University 
covering  their  common  understanding  of  plans  for  institutional  co- 
operation. This  contract  seems  to  have  served  its  purpose  admira- 
bly during  the  period  in  which  it  has  been  in  force.  It  is  recom- 
mended that  it  be  renewed  (with  such  minor  revisions  as  are  here- 
with included)  in  the  following  form: 

This  Memorandum  of  Agreement 

Is  entered  into  by  and  between  the  Western  Reserve  University 
and  the  Board  of  Education  of  the  City  School  District  of  the  City 
of  Cleveland  in  the  belief  that  it  is  for  the  public  good  that  both 
bodies  should  exert  every  possible  effort  to  facilitate  through  cooper- 
ation the  widest  and  most  complete  use  of  the  combined  material 
and  professional  equipment  of  Western  Reserve  University  and 
the  Cleveland  School  of  Education  in  the  preparation  and  after  train- 
ing of  school  administrators,  supervisors,  teachers,  and  special 
workers  for  many  branches  of  the  Educational  Service. 

And  it  is  therefore  agreed : 

1.  That  the  Board  of  Education  of  the  City  School  District 
of  the  City  of  Cleveland,  shall  provide  without  any  charge  for  heat, 
light,  rent,  or  custodial  service,  the  use  of  its  school  buildings  for 
such  extension  courses  as  the  University  may  wish  to  offer  in  coop- 
eration with  the  Cleveland  School  of  Education  at  any  one  or  more 
of  its  instruction  centers. 

2.  That  the  Cleveland  School  of  Education  shall  provide  facil- 
ities in  its  High  School  Observation  and  Training  Department  (at 
the  Fairmount  Junior  High  School  or  elsewhere  in  the  Cleveland 
Public  High  Schools)  for  the  training  of  all  properly  qualified 
students  of  the  University  under  the  following  conditions : 

(a)  Teachers  designated  by  action  of  the  Board  of  Education 
of  the  City  School  District  of  the  City  of  Cleveland,  in  accordance 


^ 


64  THE   PROFESSIONAL  EDUCATION 

with  the  salary  schedule,  as  "training  teachers"  shall  not  be  assigned 
more  than  five  sixths  of  a  regular  teaching  schedule  and  shall  be 
paid,  by  the  said  Board  of  Education,  the  differential  provided  for 
in  its  salary  schedule. 

(b)  No  more  than  three  cadets,  or  students  in  training,  shall 
be  assigned  for  a  full  schedule  of  training  to  any  training  teacher 
during  any  one  semester. 

(c)  No  student  of  Western  Reserve  University  shall  be  ad- 
mitted to  training  or  continued  in  training  in  any  department  of 
the  Training  School  for  the  work  of  which  department  he  has  not 
had,  in  the  judgment  of  the  Joint  Conference  Committee  (appointed 
as  hereinafter  specified),  adequate  scholastic  preparation  and  a  suffi- 
cient number  of  hours  of  professional  preparation  in  Education. 

(d)  No  student  shall  be  continued  in  training  beyond  the 
time  when  it  has  been  clearly  demonstrated  to  the  faculty  of  the 
Training  School  after  conference  with  the  Head  of  the  Depart- 
ment of  Education  of  the  University,  that  he  does  not  give  reason- 
able promise  of  becoming  a  successful  teacher. 

(e)  Students  shall  be  enrolled  for  the  course  in  training  in 
the  Training  School  (whenever  possible)  at  the  beginning  of  a 
given  semester  and  their  schedules  shall  be  so  arranged  that  they  may 
take  the  required  number  of  hours  of  observation  and  training  in 
one  full  semester  or  in  two  full  semesters,  as  may  be  determined 
at  the  time  of  entry. 

(f)  No  restriction  or  limitation  shall  be  placed  by  the  Train- 
ing School  upon  the  individual  cadet,  or  student  in  training,  as  to  the 
hours  of  the  day  or  days  of  the  week  when  opportunities  for  obser- 
vation and  teaching  may  be  open  to  him,  except  such  as  are  necessary 
in  the  operation  of  the  schedule  of  classes  in  the  Training  School  or 
such  as  are  necessary  to  protect  the  interests  of  the  children  of  the 
Training  School. 

(g)  On  the  completion  of  the  training  course  by  individual 
students,  the  Dean  of  the  Cleveland  School  of  Education  shall  (as 
early  as  possible)  certify  to  the  dean  of  the  appropriate  college  of 
the  University  the  grade  and  standing  of  each  student,  together 
with  such  definite  recommendations  as  may  be  helpful  to  the  authori- 
ties of  \\'estern  Reserve  University  in  placing  them  in  teaching 
positions. 


OF  TEACHERS  IN  CLEVELAND  65 

(h)  The  deans  of  such  undergraduate  colleges  of  Western 
Reserve  University  as  vi^ish  to  present  candidates  for  training  in 
any  given  year  shall  by  the  first  of  April  preceding  (or  as  soon  there- 
after as  possible)  furnish  to  ihe  Dean  of  the  Cleveland  School  of 
Education  such  estimates  of  the  number  of  candidates  for  training 
in  the  several  departments  and  such  other  information  as  he  may 
find  useful  in  providing  an  adequate  staff  of  training  teachers  for 
each  of  the  departments  concerned, 

3.  That  the  Board  of  Education  of  the  City  School  District 
of  the  City  of  Cleveland  shall  pay  the  full  cost  of  overhead  adminis- 
tration of  courses  in  the  Senior  Teachers  College  of  the  Cleveland 
School  of  Education  and  Western  Reserve  University  and  includ- 
ing printing,  publicity,  maintenance  and  the  care  and  safekeeping 
of  records. 

4.  That  Western  Reserve  University,  in  return  for  the  services 
thus  rendered  (as  set  forth  under  1,  2,  and  3  above)  shall  furnish 
to  the  Cleveland  School  of  Education  the  following  accommodations : 

(a)  The  use  of  such  part  of  the  equipment  of  Western  Re- 
serve University  including  recitation  halls,  lecture  halls,  gymnasi- 
ums, laboratories,  libraries,  dormitories,  athletic  fields,  etc.,  as  may 
be  needed  by  the  Cleveland  School  of  Education  for  the  proper 
conduct  of  its  summer  session  and  not  otherwise  in  use  at  the  time 
by  the  University.  (The  Dean  of  the  Cleveland  School  of  Education 
shall  on  the  first  of  May  or  as  soon  thereafter  as  possible  furnish 
the  Joint  Conference  Committee  a  general  statement  of  the  accom- 
modations which  will  be  needed  for  the  next  succeeding  summer  ses- 
sion and  shall  furnish  a  more  detailed  statement  ten  days  before 
the  opening  of  the  session). 

(b)  The  use  of  such  classrooms  and  laboratories  in  buildings 
of  Western  Reserve  University  (when  not  otherwise  in  use  by  the 
University)  as  may  be  needed  for  the  proper  conduct  of  any  of  the 
extension  courses  offered  by  the  Cleveland  School  of  Education. 

(c)  The  use  of  the  new  Gymnasium  of  Western  Reserve  Uni- 
versity on  Adelbert  College  campus  for  as  many  as  three  meetings 
during  the  year  of  students  and  faculty  of  the  Cleveland  School 
of  Education  and  as  many  as  three  general  meetings  during  the 
vear  of  the  teachers  of  Cleveland  and  suburbs.     (It  is  understood 


66  THE   PROFESSIONAL  EDUCATION 

that,  under  the  terms  of  this  agreement,  the  Cleveland  School  of 
Education  shall  have  no  claim  upon  this  building  when  it  is  in  use 
or  needed  by  the  University.) 

(d)  It  is  expressly  understood  that  such  use  of  the  equipment 
of  Western  Reserve  University  as  is  referred  to  in  (a),  (b),  and 
(c)  above  shall  be  provided  by  the  University  to  the  Cleveland 
School  of  Education  without  any  charge  for  heat,  light,  rent  or 
custodial  service.  Dormitories  and  gymnasiums  shall  be  used  after 
special  arrangements  have  been  made  with  the  proper  officers  of 
the  University,  and  all  use  of,  or  instruction  given  in,  laboratories 
and  libraries  shall  be  under  the  control  of  their  respective  directors. 

5.  That  the  Board  of  Education  of  the  City  School  District 
of  the  City  of  Cleveland,  and  the  authorities  of  Western  Reserve 
University  shall  each  appoint  annually  a  Conference  Committee  of 
three  members,  which  committees  shall  constitute  the  Joint  Confer- 
ence Committee  and  shall  jointly  exercise  supervisory  powers  over 
the  curricula  leading  to  the  degrees  of  Bachelor  of  Education  and 
Master  of  Arts  in  Education,  subject  to  the  approval  of  the  said 
Board  of  Education,  or  of  Western  Reserve  University,  or  both,  as 
the  interests  of  the  one  or  the  other,  or  of  both  may  be  involved ;  that 
these  Conference  Committees  (constituting  the  Joint  Conference 
Committee)  at  the  first  joint  session  each  year  shall  elect  of  their 
own  members  a  chairman  and  a  secretary  for  the  year ;  and  that  the 
chairman  shall  have  voting  privileges. 

6.  That  the  Joint  Conference  Committee  shall  have  power  to 
appoint  and  to  dismiss  subject  to  the  approval  in  each  case  of  the 
Cleveland  Board  of  Education  and  the  Trustees  of  Western  Re- 
serve University  the  following  officers : 

(a)  A  "Director  of  the  Senior  Teachers  College  of  the  Cleve- 
land School  of  Education  and  Western  Reserve  University." 

(b)  A  "Registrar  of  the  Senior  Teachers  College  of  the  Cleve- 
land School  of  Education  and  \\  estern  Reserve  University." 

(c)  A  "Treasurer  of  the  Senior  Teachers  College  of  the  Cleve- 
land School  of  Education  and  W^estern  Reserve  University." 

7.  That  this  agreement  shall  be  in  full  force  as  soon  as  ap- 
proved by  the  joint  resolution  of  the  Board  of  Education  of  the 
City  School  District  of  the  City  of  Cleveland  and  the  Trustees  of 
Western  Reserve  University,  for  the  school  year  beginning  Septem- 


OF  TEACHERS  IN   CLEVELAND  67 

ber  1,  1921,  and  until  such  time  as  it  may  be  modified,  renewed  or 
discontinued  by  joint  resolution. 


Western  Reserve  University 

By 

President 

By 

Secretary 

Board  of  Education  of  the  City  School  District 
OF  THE  City  of  Cleveland 

By 

Director  of  Schools 


CHAPTER  XIII 

The  Cooperation  of  Educational  Institutions  and  Civic  and 

Social  Agencies  of  Cleveland  in  the  Professional 

Education  of  Teachers 

There  is  clear  evidence  that  the  educational  institutions  grouped 
about  the  University  Circle  in  Wade  Park  were  engaged  in  very  ac- 
tive cooperation  in  the  preparation  and  after  training  of  teachers  some 
time  before  the  Board  of  Education  and  the  University  in  July,  1920, 
entered  into  a  definite  contract  for  the  organization  of  a  Senior 
Teachers  College  under  joint  control  and  administration.  In  fact 
the  records  indicate  clearly  that  for  a  number  of  years  there  has 
been  informal  cooperation  not  only  between  the  Cleveland  School 
of  Education  and  Western  Reserve  University  but  among  nearly 
all  of  the  other  higher  educational  institutions  and  agencies  in 
Wade  Park  and  other  sections  of  the  city. 

The  University  and  the  Cleveland  School  of  Education  have 
indeed  been  conducting  some  enterprises  in  common  since  the  sum- 
mer of  1915.  Up  until  a  year  ago  the  cooperative  relations  of 
these  institutions  were  not  clearly  defined  but  there  was  a  sympa- 
thetic relationship  which  resulted  in  arrangements  from  year  to 
year,  in  exchange  of  professional  service,  for  the  use  by  the  Cleve- 
land School  of  Education  of  certain  buildings  and  equipment  of  the 
University  during  the  summer  session,  for  the  employment  by  the 
Cleveland  School  of  Education  of  University  professors  to  give 
extension  courses  for  teachers,  for  the  training  in  the  Fairmount 
Junior  High  Training  School  department  of  the  Cleveland  School  of 
Education  of  a  number  of  young  women  from  the  Department  of 
Education  of  the  College  for  Women  of  the  University  and  other 
similar  exchanges  of  accommodations  and  service.  It  is  significant 
that  the  Case  School  of  Applied  Science  has  for  some  years  past 
granted  to  the  Cleveland  School  of  Education  for  use  in  the  summer 
session  the  free  use  of  its  gymnasium,  its  swimming  pool,  and  other 
equipment.  It  is  equally  significant  that  the  Cleveland  School  of 
Art  has  for  a  number  of  years  opened  certain  of  its  courses  in  art 
and  music  free  to  the  Junior  Teachers  College  of  the  Cleveland 
School  of  Education  and  to  the  School's  extension  classes.  It  is 
even  more  significant  that  some  of  these  courses  have  been  estab- 
lished by  the  Cleveland  Museum  of  Art  to  meet  specific  needs  indi- 
cated by  the  Cleveland  School  of  Education  and  other  institutions 
in  Wade  Park.     It  may  be  noted  also  that  the  Cleveland  Museum 


70  THE   PROFESSIONAL  EDUCATION 

of  Art  has  offered  its  classroom  space  and  other  facilities  free  for 
the  use  of  classes  in  the  Cleveland  School  of  Education  and  its 
beautiful  auditorium  for  public  lectures  given  under  the  auspices 
of  the  Cleveland  School  of  Education.  The  dormitories  of  the  Col- 
lege for  Women  of  Western  Reserve  University  have  during  the 
past  several  summer  sessions  been  open  for  the  accommodation  of 
students  enrolled  in  the  Maison  Francaise  and  in  the  Institute  of 
School  Hygiene  conducted  under  the  auspices  of  the  Cleveland 
School  of  Education.  Provision  has  been  made  in  certain  educa- 
tional courses  in  the  Cleveland  School  of  Education  to  meet  the 
particular  needs  of  certain  groups  of  students  in  the  Cleveland 
Library  Training  School,  in  the  Cleveland  School  of  Art,  and  in 
the  Cleveland  Kindergarten  Training  School.  The  Dean  of  the 
Cleveland  School  of  Art,  the  Educational  Director  of  the  Cleve- 
land Museum  of  Art  and  the  Director  of  the  Cleveland  Museum 
of  Natural  History  have  actively  participated  in  the  work  of 
instruction  in  courses  offered  by  the  Cleveland  School  of  Educa- 
tion. Many  other  organizations  have  very  actively  cooperated 
in  the  work  of  the  Cleveland  School  of  Education  either  by  pro- 
viding subsidies  or  by  enlarging  facilities  for  laboratory  work  in 
Education  and  the  Social  Sciences  or  by  the  active  participation 
of  their  officers  and  staff  members  in  the  work  of  instruction. 
These  facts  are  cited  as  indicating  the  very  remarkable  civic  spirit 
and  sociological  interest  so  characteristic  of  Cleveland  as  a  city.^ 
The  affiliation  of  the  Cleveland  School  of  Education  and 
Western  Reserve  University  in  the  maintenance  of  a  Senior 
Teachers  College  should  tend  to  draw  into  a  common  bond  of 
interest  and  effort  all  other  educational  institutions  and  agencies 
in  Cleveland  which  are  endeavoring  to  promote  the  improvement 
of  the  public  schools.  There  is  developing,  for  instance,  a  very 
wide  range  of  interest  in  museum  service.  The  more  complete 
development  and  the  fuller  coordination  of  this  servcie  is  a  matter 
of  large  concern  to  the  public  schools  of  the  city.  It  is  gratifying 
that  the  governing  boards  and  directors  of  the  Cleveland  Museum 
of  Art,  of  the  Cleveland  Museum  of  Natural  History,  of  the 
Educational  Museum  of  the  Cleveland  School  of  Education,  and 
of  Western  Reserve  Historical  Museum  have  shown  a  disposition  ^ 
to  cooperate  with  each  other  and  with  the  Cleveland  School  of 


1  For  the  list  of  organizations  granting  subsidies  to  the  Cleveland  School  of   Education 
see  page  59. 


OF  TEACHERS  IN  CLEVELAND  71 

Education  in  developing  a  wide  range  of  Educational  courses  and  of 
special  demonstrations  for  teachers.  Each  of  these  institutions  is 
developing  a  corps  of  specialists  in  the  educational  aspects  of 
museum  service  and  all  of  them  together  are  studying  the  problems 
of  visual  education  and  sense  training.  It  is  suggested  that  the 
Cleveland  School  of  Education  provide  these  specialists  ample 
opportunity  to  conduct  experiments  in  its  laboratory  schools  and 
that  the  Educational  Museum  distribute  to  the  schools  of  the 
city  through  its  own  distributing  agencies  such  teaching  materials 
as  may  be  developed  out  of  this  experimentation.  It  is  suggested 
also  that  when  these  experts  have  had  time  to  develop  courses 
of  sufficient  scope  an<i  of  such  character  as  to  merit  credit  on  the 
college  level  they  be  approved  and  announced  in  the  appropriate 
departments  of  the  Junior  Teachers  College  or  of  the  Senior 
Teachers  College.  This  arrangement  should  be  made  to  apply 
also  to  courses  of  appropriate  grade  and  character  offered  by  the 
Qeveland  School  of  Art.  In  general  there  need  be  no  limits  fixed 
for  the  operation  of  this  administrative  plan  for  the  effective  co- 
operation of  higher  educational  institutions  except  that  the  proper 
authorities  in  charge  of  the  curriculum  into  which  a  given  course 
is  to  be  incorporated  must  be  given  full  authority  (1)  to  pass 
upon  (a)  the  qualifications  of  the  instructor,  (b)  the  content  of 
the  course  and  the  plan  for  its  conduct,  and  (c)  the  amount  of 
credit  it  shall  yield;  (2)  to  enforce  the  fulfilment  of  such  standard 
requirements  as  (a)  those  governing  admission  to  the  course,  (b) 
those  governing  outside  work  to  be  done,  and  (c)  those  governing 
attendance,  etc.;  and  (3)  to  inspect  the  quality  of  work  done  in 
the  course  in  question. 

Any  administrative  arrangement  which  will  guarantee  the 
quality  of  instruction  offered,  widen  the  range  of  service,  and 
prevent  duplication  of  effort  and  expense,  is  to  be  commended. 
Since  in  the  last  analysis  all  financial  support  for  higher  education 
comes  from  the  same  source,  the  people,  it  would  seem  that  those 
w'ho  represent  the  people  in  the  administration  of  all  public  and 
quasi-public  educational  institutions  are  under  moral  obligations 
to  make  their  services  available  to  all  who  may  be  benefited  thereby 
and  to  reduce  to  a  minimum  any  inconvenience  to  the  public  which 
grows  out  of  the  fact  that  many  institutions,  by  some  accident  of 
circumstances,  happen  to  be  engaged  in  the  performance  of  different 
but  closely  allied  aspects  of  the  same  service. 


CHAPTER  XIV. 
Summary  and  Conclusion 
It  is  clear  from  the  preceding  discussions  that  the  organization 
of  a  Senior  Teachers  College  on  the  plan  contemplated  by  the 
affiliation  of  the  Cleveland  School  of  Education  and  Western  Re- 
serve University  can  make  a  definite  and  important  contribution 
to  the  civic  and  educational  progress  of  the  city  of  Cleveland  and 
at  the  same  time  provide  a  stimulating  example  for  other  American 
communities.  By  way  of  summary  and  conclusion  the  outstanding 
elements  of  this  contribution  and  example  may  well  be  brought 
together  and  set  forth  briefly  in  this  concluding  section. 

1.  The  proposed  development  provides  for  the  continuous 
growth  of  the  teaching  personnel  of  the  public  schools.  A  most 
serious  source  of  waste  in  public  education  throughout  the  country 
has  been  involved  in  the  brief  service  of  a  large  proportion  of  the 
teachers  and  the  consequent  failure  of  our  public  school  systems 
to  capitalize  teaching  experience.  With  the  development  of  our 
large  city  school  systems,  however,  a  relatively  permanent  teaching 
staff  has  evolved.  This  condition  has  brought  with  it  another  danger, 
— the  danger,  namely  of  stagnation.  That  the  mature  and  perma- 
nent teachers  as  a  group  have  recognized  this  danger  is  abundantly 
evidenced  by  the  zeal  with  which  they  have  sought  in  ever  increas- 
ing numbers  the  opportunities  provided  by  the  universities,  colleges, 
and  normal  schools  through  their  summer  sessions  and  through  the 
extension  courses  offered  on  afternoons  and  Saturdays  during  the 
school  year.  Essentially  a  development  from  within, — as  all  deeply 
seated  and  permanent  standards  of  a  professional  group  must  be, — 
the  principle  of  continuous  growth  in  teaching  has  clearly  justified 
itself  on  the  broad  grounds  of  its  contribution  to  the  public  welfare. 
Its  stimulation  and  encouragement  from  without  is  unquestionably 
a  sound  public  policy. 

2.  The  proposed  development  provides  a  practicable  method 
of  giving  to  the  actual  work  of  teaching  boys  and  girls  the  desirable 
characteristics  of  a  real  "career."  (a)  By  bringing  teachers  together 
for  systematic  and  cooperative  study,  it  counteracts  a  tendency  in- 
herent in  the  teaching  of  children  that  has  often  been  noted  by  lay 
critics  of  the  profession  and  has  been  sincerely  deplored  by  competent 
teachers  themselves :  the  tendency  namely  for  the  teacher  to  become 
dogmatic  and  "set"  in  his  ways  of  thinking  through  a  too  exclusive 
contact  with  immature  minds,     (b)  By  insuring  a  progressive  attack 


74  THE  PROFESSIONAL  EDUCATION 

upon  the  innumerable  and  very  difficult  problems  of  education,  it 
affords  not  only  a  means  of  solving  many  of  these  problems  but 
also  an  agency  through  which  constructive  efforts  toward  their 
solution  upon  the  part  of  the  teachers  themselves  may  find  a  just 
measure  of  recognition  and  distinction. 

3.  As  a  school  system  increases  in  size,  its  organization  in- 
evitably becomes  more  and  more  complicated,  and  the  mechanical 
elements  tend  to  overshadow  and  may  even  threaten  to  overwhelm 
the  personal  and  human  elements.  In  a  variety  of  ways  the 
proposed  development  in  Cleveland  will  counteract  these  tendencies, 
(a)  Far  reaching  significance  attaches  to  the  fact,  that,  in  many 
of  the  cooperative  study  groups  of  the  Senior  Teachers  College, 
elementary  and  high  school  teachers,  novices  and  master  teachers, 
classroom  teachers  and  supervisors,  will  sit  side  by  side  as  fellow 
students.  This  fact  in  itself  will  operate  to  temper  distinctions 
in  rank,  (b)  As  the  movement  develops,  too,  there  will  be  a 
tendency,  we  believe,  to  attain  through  cooperative  educational 
methods  the  desirable  ends  that  in  many  school  systems  have  been 
sought  through  the  methods  of  a  somewhat  autocratic  administra- 
tive direction  and  oversight,  (c)  Another  obvious  advantage 
attaches  to  the  fact  that  many  of  the  future  supervisors  and  admin- 
istrators themselves  will  be  selected  from  those  who  will  have  pre- 
pared themselves  for  their  new  duties  in  these  classes,  and  who 
consequently  will  have  had  the  opportunity  to  know  personally 
their  co-laborers — and,  what  is  perhaps  even  more  important,  to 
be  known  personally  to  them.  The  multiplication  of  contacts  of 
the  unofficial  and  voluntarily  cooperative  type  which  is  insured  by 
the  Senior  Teachers  College  cannot  fail  to  have  a  most  salutary 
effect  upon  the  morale  of  the  school  system  as  a  whole. 

4.  The  affiliation  with  Western  Reserve  University  is  particu- 
larly important  in  that  it  will  bring  to  bear  upon  the  problems  of 
elementary  and  secondary  education  the  specialized  knowledge  and 
the  somewhat  detached  point  of  view  that  a  university  organiza- 
tion represents.  The  fact  of  detachment  is  in  itself  of  large  im- 
portance, for  it  means  a  widening  of  the  horizon  and  the  opening 
of  perspectives  that  those  who  are  living  very  close  to  the  practical 
problems  of  school  work  are  likely  to  miss.  On  the  other  hand, 
the  detachment  must  not  be  so  wide  that  the  connection  between 
highly  specialized  scholarship  and  the  real  needs  of  boys  and 
girls  is  never  disclosed.    An  essential  virtue  of  the  Cleveland  plan 


OF  TEACHERS  IN   CLEVELAND  76 

is  that  it  seeks  at  every  point  to  insure  this  connection  and  especially 
to  counteract  any  possible  tendency  of  the  university  instructor  to 
minimize  the  importance  or  belittle  the  difficulties  of  teaching 
and  learning  on  the  so-called  "lower"  levels  of  education. 

5.  A  final  advantage  of  the  proposals  under  discussion  is 
that  they  provide  a  means  for  bringing  into  an  effective  cooperation 
with  the  public  schools  a  large  number  of  organizations  that  are 
making  for  civic  and  community  betterment.  The  public  schools 
constitute  the  channel  through  which  the  ideals  and  services  of 
these  organizations  can  most  profoundly  and  comprehensively 
influence  the  life  of  the  city.  The  Senior  Teachers  College  affords, 
it  is  safe  to  say,  if  not  the  best  possible,  at  least  the  best  available 
point  of  contact. 

It  is  unnecessary  to  say  that  no  administrative  scheme  or 
device  affecting  human  problems  is  self-operative.  We  do  not 
think  that  we  have  overdrawn  or  exaggerated  the  possibilities 
of  the  Cleveland  plan  of  a  Senior  Teachers  College.  We  are 
confident  that  this  organization  may  become  an  important — perhaps 
the  most  important — "growing  point"  in  the  civic  and  cultural  de- 
velopment of  the  city.  But  the  fulfilment  of  this  promise  is,  of 
course,  conditioned  unequivocably  upon  the  active  and  unselfish 
cooperation  of  all  of  the  persons,  agencies,  and  organizations  in- 
volved :  the  teachers  of  the  public  schools ;  the  instructors  in  the 
Cleveland  School  of  Education;  the  members  of  the  adminis- 
trative and  supervisory  staffs ;  the  members  of  the  Board  of 
Education;  the  faculties  and  trustees  of  the  University;  the  public 
spirited  citizens  who  are  supporting  and  directing  the  many  organ- 
izations for  community  betterment ;  and  above  all  the  people  them- 
selves who  desire  for  their  children  the  guidance,  instruction,  and 
inspiration  that  devoted  and  competent  teachers  can  supply  and 
for  their  city  a  cultural  and  human  leadership  comparable  with 
its  great  achievements  in  commerce  and  industry. 

We  who  have  studied  the  problem  from  the  outside  feel  that 
the  basis  of  such  cooperation  exists  today  in  Cleveland  in  a  measure 
unsurpassed  by  any  other  American  city.  Once  let  the  full  influence 
of  this  indefinable,  intangible,  and  yet  very  real  and  potent  force  that 
we  may  call  the  Spirit  of  Cleveland  get  back  of  the  enterprise 
that  we  have  been  discussing,  and  there  need  be  no  fear  of  the 
outcome. 


THE  PROFESSIONAL  EDUCATION  OF  TEACHERS  IN   CLEVELAND      77 


APPENDIX  A 


GOVERNING  BOARDS  AND  ADMINISTRATIVE  OFFICERS  OF 

THE  SENIOR  TEACHERS  COLLEGE  OF  THE  CLEVELAND 

SCHOOL  OF   EDUCATION   AND   WESTERN 

RESERVE  UNIVERSITY 

Trustees  of  Western   Reserve  University 

James  D.  Williamson,  Acting  President, 
Samuel  Mather,  Vice-President. 
J.  Homer  Wade  Charles  L.  Pack 

William  G.  Mather  E.  W.  Oglebay 

W,  R.  Warner  Henry  F.  Pope 

Andrew  Squire  Paul  F.   Sutphen 

D.  Z.  Norton  Warren  S.  Hayden 

C.  W.  Bingham  Newton   D.   Baker 

C.  F,  Brush  Ralph  King 

Myron  T.  Herrick  Frank  A.  Scott 

J.  P.  Chamberlain  J.  L.  Severance 

William  A.  Leonard  Robert  H.  Bishop 

F.  H.  GoFF  William  R.  Hopkins 

Sidney  S.  Wilson,  Secretary  and  Treasurer 

Visiting  Faculty  Trustees 

H.  E.  Bourne  C.  M.  Finfrock 

C.  A.  Hamann 

Cleveland  Board  of  Education 

(Governing  Authority  of  the  Cleveland  School  of  Education) 

E.  M.  Williams,  President 

Rees  Davis,  Vice-President 

Clara  Tagg  Brewer  J.  H.  Harris 

Virginia  D.  Green  Oscar  Horn 

F.  W.   Steffen 

R.  G.  Jones,  Superintendent  of  Schools 

F.  G.  Hogen,  Director  of  Schools 

Sarah  Hyre,  Clerk-Treasurer  of  the  Board 


78  the  professional  education 

Administrative  Officers  of  Cooperating 
Institutions 

J.  D.  Williamson,  Acting  President  of  Western  Reserve  University 
Ambrose  L.   Suhrie,  Dean  of  the  Cleveland  School  of  Education 


Joint  Conference  Committee 

OF 

The  Cleveland  School  of  Education 

AND 

Western  Reserve  University 

Representing  the  Western  Reserve  University: 

G.  C.  Robinson,  Professor  of  Education,  Chairman 
W.  G.  Leutner,  Dean  of  Adelbert  College 
Sidney  S.  Wilson,  Secretary-  Treasurer 

Representing  the  Cleveland  School  of  Education: 

E.  M.  Williams,  President,  Board  of  Education 
R.  G.  Jones,  Superintendent  of  Schools 

Ambrose  L.   Suhrie,  Dean  of  Cleveland  School  of  Education, 
Secretary 


Administration  Officers  of  the  Senior  Teachers 
College  of  the  Cleveland  School  of  Education 
and  Western  Reserve  University 
Harry  N.  Irwin,  Director 
Auradel  B.  Dodge,  Registrar 
Frances  H.  Kagy,  Treasurer 


of  teachers  in  cleveland  79 

Chairmen  of  Divisions  of  Instruction 
IN  THE  Senior  Teachers  College 

Appointed  by  the  Joint  Conference  Committee  for  the  Academic  Year  1921-22. 

DIVISION  OF  ART 

Otto  F.  Ege,  Cleveland  School  of  Art 

DIVISION  OF  BIOLOGY 

Chester  A.  Mathewson,  Cleveland  School  of  Education 

DIVISION  OF  CHEMISTRY 

HipPOLYTE   Gkuener,    Western   Reserve    University 

DIVISION  OF  classical  LANGUAGES  AND   LITERATURE 

Clarence   Powers    Bill,    Western  Reserve    University 

DIVISION   OF   COMMERCE 

Albert  Calder  James,  Western  Reserve  University 

DIVISION  OF  ECONOMICS 

Charles   C.   Arbuthnot,   Western  Reserve   University 

DIVISION  OF  EDUCATION 

G.  Carlton  Robinson,  Western  Reserve  University 

DIVISION  OF   ENGLISH   LANGUAGE   AND    LITERATURE 

Clarence  Stratton.  Cleveland  School  of  Education 

DIVISION  OF  GEOGRAPHY  AND  ASTRONOMY 

William  M.  Gregory,  Cleveland  School  of  Education 

DIVISION   OF   GEOLOGY  AND   MINERALOGY 

J.  E.  Hyde,  Western  Reserve  University 

DIVISION  OF  GERMAN  LANGUAGE  AND  LITERATURE 

Charles  Harris,  Western  Reserve  University 

DIVISION  OF  HEALTH  AND  RECREATION 

Harriet  E.  Ballard  (Mrs.),  Cleveland  School  of  Education 

DIVISION  OF  HOME  ECONOMICS 

Mary  E.  Parker,  Western  Reserve  University 

DIVISION  OF  MATHEMATICS 

Arthur  Dunn   Pitcher,   Western  Reserve   University 

DIVISION  OF  MUSIC 

Russell  Morgan,  Cleveland  School  of  Education 

DIVISION  OF  PHILOSOPHY 

H,  Austin  Aikins,   Western  Reserve   University 

DIVISION   OF  PHYSICS 

Harry  W.  Mountcastle,   JVestem  Reserve   University 

DIVISION  OF  POLITICAL  SCIENCE 

Chester  C.  Maxey,  Western  Reserve  University 

DIVISION  OF  PSYCHOLOGY 

Garry  C.  Myers,  Cleveland  School  of  Education 

DIVISION  OF  ROMANCE  LANGUAGES  AND  LITERATURE 

Emile  B.  de  Sauze,  Cleveland  School  of  Education 

DIVISION  OF  SOCIOLOGY 

James  E.  Cutler,  Western  Reserve  University 

DIVISION  OF  TRADES  AND  INDUSTRY 

Alfred  P.  Fletcher,  Cleveland  School  of  Education 


THE   PROFESSIONAL  EDUCATION    OF  TEACHERS   IN   CLEVELAND       81 


APPENDIX  B 


REGULATIONS     GOVERNING     THE     ADMINISTRATION     OF 
EXTENSION   COURSES   FOR  TEACHERS   OFFERED    DUR- 
ING THE  SEASON  1921-22  BY  THE  SENIOR  TEACHERS 
COLLEGE  OF  THE  CLEVELAND  SCHOOL  OF 
EDUCATION  AND  WESTERN  RESERVE 
UNIVERSITY 

Introductory  Statement 

This  announcement  is  issued  to  bring  to  the  attention  of  all  persons  inter- 
ested, the  regulations  in  effect  governing  the  administration  of  the  Extension 
Courses  for  Teachers  offered  in  the  Senior  Teachers  College  of  the  Cleve- 
land School  of  Education  and  Western  Reserve  University  during  the  school 
year  1921-22.  The  accompanying  folder  contains  the  list  of  specific  courses 
offered  in  each  department.  Extra  copies  may  be  secured  on  application  at 
the  office  of  the  Registrar  in  the  Cleveland  School  of  Education  building, 
Stearns  Road  and  East  109th  Street. 

Registration 

Time  and  Place.  Registration  of  students  in  all  courses  offered  will 
take  place  Friday,  October  14,  4  to  8  P.  M.,  and  Saturday,  October  15,  8:30 
to  12  A.  M.,  in  the  Western  Reserve  Gymnasium,  Adelbert  College  Campus. 

Late  Registration.  After  Saturday,  October  15,  registration  in  all 
courses  offered  will  take  place  at  the  office  of  the  Registrar,  Cleveland  School  of 
Education  building.  Late  registrants  are  reminded  of  the  regulation  that  "No 
credit  may  be  granted  students  absent  for  any  cause  in  excess  of  25  per  cent, 
of  the  total  number  of  regular  class  meetings." 

Close  of  Registration.  Students  are  not  permitted  to  register  for  credit 
in  any  course  after  the  fourth  regular  meeting  of  the  class. 

The  administration  reserves  the  right  without  further  official  notice  to 
close  any  course  to  registration  as  soon  as  the  limit  of  enrollment  is  reached. 

Change  of  Registration.  After  October  15,  Saturday  noon,  each  change 
in  registration  must  be  made  in  the  office  of  the  Registrar,  Cleveland  School  of 
Education  building.  By  change  of  registration  is  meant  dropping  a  course, 
adding  a  course  or  substituting  one  course  for  another.  Changes  in  registra- 
tion for  credit  are  not  permitted  after  the  fourth  regular  meeting  of  the  class 
or  section  to  which  transfer  is  made. 

Number  of  Courses  in  Which  Student  May  Register.  To  insure  the 
very  highest  grade  of  work  in  all  courses,  persons  in  the  full  time  service  of 
any  Board  of  Education  or  other  institution  or  students  taking  a  full  course  in 
any  other  institution  are  not  permitted  to  register  for  a  total  of  more  than 
two  semester  hours  of  work  per  semester. 

Registration  by  Mail.  Prospective  students  who,  through  illness  or 
enforced  absence  from  the  city,  are  unable  to  be  present  on  registration  day 
may  register  by  mail.  All  requests  for  the  privileges  of  registration  by  mail 
should  enclose  a  self -addressed  envelope  and  should  be  sent  to  the  Registrar, 


82  THE   PROFESSIONAL  EDUCATION 

Cleveland  School  of  Education  building.     Registration  by  mail  is  accepted  on 
the   following  conditions  only : 

1.  All  registration  blanks  must  be  correctly  filled  and  in  the  hands  of  the 

Registrar  before  registration  is  closed  in  the  course  or  courses  desired. 

2.  A  certified  check,  New  York  draft,  or  postal  money  order  for  the  exact 
amount  of  tuition  and  fees  due  must  accompany  the  registration  blanks, 
together  with  a  self -addressed  envelope  for  the  return  of  receipt  card, 
class  cards,  etc. 

3.  The  student  must  comply  with  all  regulations  regarding  "Close  of 
Registration,"  "Number  of  Courses  in  Which  Students  May  Register," 
etc. 

4.  The  student's  continuance  in  any  course  in  which  he  has  registered  is 
conditioned  upon  the  instructor's  approval  at  the  first  regular  meeting 
of  the  course  after  the  date  of  registration  in  the  course.  Failing  to 
secure  such  approval  the  student  is  expected  to  change  his  registration, 

subject  to  the  usual  regulations  governing  the  same.  (The  adminis- 
tration viust  reserve  the  rigid  to  deny  such  applications  for  admission 
as  may  reach  the  office  of  the  Registrar  after  the  full  quota  for  the 
course  or  section  in  question  has  been  reached  or  after  the  course  or 
section  has  been  officially  cancelled.) 

Tuition  and  Fees 

Amount  of  Tuition.  The  tuition  cost  of  each  course  is  given  in  connec- 
tion with  the  description  of  that  course. 

LAB0R.A.T0RY  AND  MATERIAL  Fees.  The  amount  of  the  laboratory  and 
material  fees  for  each  laboratory  course  is  stated  in  connection  with  the 
description  of  the  course.  Laboratory  and  material  fees,  except  when  other- 
wise stated,  are  payable  to  the  instructor  in  charge  of  the  course  at  the  first 
meeting  of  the  class. 

Registration  Fee.  A  single  registration  fee  of  $5.00  is  charged  each 
student  registering  in  one  or  more  courses  offered  by  the  Cleveland  School  of 
Education  who  is  not  at  the  time  of  registration  in  the  employ  of  the  Cleveland 
Board  of  Education  or  the  Cleveland  Public  Library,  or  a  student  in  the 
Junior  Teachers  College  of  the  Cleveland  School  of  Education. 

Students  enrolling  only  in  courses  offered  by  Western  Reserve  University 
are  not  charged  this  fee. 

Payment  of  Tuition  and  Fees.  Except  when  otherwise  specifically 
stated,  all  tuition  and  fees  are  due  and  payable  at  the  time  of  registration. 
Checks,  money  orders,  etc.,  should  be  made  payable  to  the  Cleveland  School 
of  Education.  The  Treasurer  is  not  authorized  to  accept  checks  in  excess  of 
the  actual  amount  due. 

Refund  of  Tuition  and  Fees.  To  receive  refund  of  tuition  fees  a 
"Change  of  Registration"  card  must  be  properly  filled  out  by  the  student  and 
approved  by  the  Registrar  and  Treasurer  of  the  Cleveland  School  of  Educa- 
tion before  the  fourth  regular  meeting  of  the  class.  After  the  fourth  regular 
meeting  of  the  class,  no  refund  of  tuition  is  made  except  in  case  of  withdrawal 
from  a  course  or  courses  necessitated  by  personal  illness  or  illness  of  an  im- 
mediate relative,  in  which  case  an  adjustment  may  be  made  during  the  first  half 
of  the  course,  but  not  after  that  date.  No  refund  is  made  of  Registration 
Fees,  Laboratory  Fees  or  Visitor's  Fees. 

Visitor's  Fees.  Persons  desiring  to  visit  one  or  more  courses  or  classes 
during  a  part  or  all  of  the  course  must  secure  a  visitor's  card  at  the  office  of 
the  Registrar  of  the  Cleveland  School  of  Education.  A  visitor's  fee  is  charged 
at  the   rate  of  $10.00  per  two   semester  hour   course,   admitting  to  a   single 


I 


OF  TEACHERS   IN   CLEVELAND  83 

course,  only.  No  credit  is  granted  for  attendance  upon  a  course  as  a  visitor, 
nor  is  the  visitor  authorized  to  make  any  demands  upon  the  time  of  the  in- 
structor. Transfer  from  the  status  of  visitor  in  one  course  to  that  of  visitor 
in  another  course,  transfer  from  status  of  a  regular  student  in  one  course  to 
that  of  visitor  in  the  same  or  other  course,  or  transfer  from  the  status  of 
visitor  in  one  course  to  that  of  regular  student  in  the  same  or  other  course,  is 
not  permitted  after  the   fourth  regular  meeting  of   either  course   concerned. 

Credit 

Unit  of  Credit.  A  semester  hour  credit  represents  fifteen  hours  of  class 
work  with  required  outside  preparation  in  the  form  of  reading,  systematic 
observation  of  classroom  teaching,  field  excursions  or  other  form  of  laboratory 
work.  In  the  description  of  each  numbered  course  is  indicated  the  number  of 
semester  hours  credit  authorized  for  the  course. 

No  Partial  Credit  Granted.  Under  no  circumstances  may  part  credit 
be  given  for  part  time  attendance  or   for  partial  completion  of   the  course. 

(1)  Credit  Toward  the  Degree  of  Bachelor  of  Education.  All 
single  starred  courses  outlined  in  the  official  announcement  of  "Extension 
Courses  for  Teachers  offered  by  the  Cleveland  School  of  Education  and 
Western  Reserve  University  Season  1921-1922,"  are  courses  of  collegiate  grade 
and  character  and  yield  undergraduate  credit  toward  the  degree  of  Bachelor 
of  Education,  (subject  to  the  regular  admission  and  curriculum  requirements). 

(2)  Credit  Toward  the  Degree  of  Master  of  Arts  in  Education. 
All  double  starred  courses  are  courses  of  senior  college  or  graduate  grade  and 
character,  and  yield  either  undergraduate  credit  toward  the  degree  of  Bachelor 
of  Education,  or  when  completed  with  additional  research  assignments, 
graduate  credit  toward  the  degree  of  Master  of  Arts  in  Education  (subject 
to  the  regular  admission  and  curriculum  requirements). 

(3)  Credit  Toward  State  Certification.  All  numbered  courses  may, 
when  completed,  be  credited  toward  a  state  life  certificate  under  the  Ohio 
school  law  and  State  Board  requirements  when  properly  certified  by  the 
Registrar  to  the  State  Department  of   Public  Instruction. 

(4)  Credit  Toward  Advancement  on  Salary  Schedule  of  Cleveland 
Board  of  Education.  All  numbered  courses  may  be  credited  toward  ad- 
vancement on  the  Salary  Schedule  adopted  by  the  Cleveland  Board  of  Edu- 
cation on  May  4,  1920  (under  the  specific  regulations  set  forth  in  said  schedule) 
when  completed  and  properly  certified  by  the  Registrar  to  the  Board  of 
Examiners  at  Cleveland  School  Headquarters. 

Class  Attendance 

Attendance.  Regular  attendance  is  required  of  all  students.  No  credit 
is  granted  for  attendance  upon  a  class  previous  to  the  receipt  by  the  instructor 
of  an  official  class  card  properly  approved  by  the  Registrar. 

Absence.  No  credit  is  granted  students  absent  from  regular  class  meet- 
ings in  excess  of  10  per  cent  of  the  total  number  of  such  meetings  for  the 
term  unless  the  student  presents  to  the  instructor  satisfactory  evidence  that 
the  work  thus  missed  has  been  made  up.  No  credit  in  any  course  is  granted 
students  absent  for  any  cause  in  excess  of  25  per  cent  of  the  total  number  of 
class  meetings. 

First  Meeting  of  Class 

All  classes  authorized  prior  to  registration  day  will  hold  their  first  meet- 
ing at  the  scheduled  time  and  place  during  the  week  beginning  Monday, 
October    17. 


g4  THE   PROFESSIONAL  EDUCATION 

Vacations,   Holidays   and   Cancelled   Meetings 

Vacation  days,  holidays  and  half  holidays  will  correspond  to  those  in  the 
Public  Schools  of  Cleveland.  Instructors  will  not  cancel  class  meetings 
except  when  absolutely  necessary,  and  then  only  after  notifying  the  office  and 
all  students  enrolled  in  the  class  section  concerned.  All  class  meetings  thus 
cancelled  will  be  made  up  at  a  time  and  in  a  manner  acceptable  to  the  admin- 
istration. In  general  every  class  must  be  in  session  for  the  full  number  of 
class  hours  announced. 

Library  Facilities  and  Textbooks 

In  general  the  library  facilities  of  the  Cleveland  Public  Library  (and  all 
of  its  branches),  the  Library  of  the  Cleveland  School  of  Education  and  the 
Hatch  Library  on  the  University  Campus  will  offer  their  facilities  to  students 
in  the  Extension  Courses  for  Teachers.  Textbooks  may  be  secured  by  the 
students  from  the  publishers  or  elsewhere  through  any  cooperative  arrange- 
ment satisfactory  to  them.  The  administration  is  unable  to  assume  any 
responsibility  for  the  purchase  of  textbooks  to  be  used  in  any  course. 

Intra-  and  Extra-Mural  Instruction  Centers 

These  courses  will  be  conducted  in  the  buildings  of  the  Cleveland  School 
of  Education  and  Western  Reserve  University  and  in  public  libraries,  public 
schools,  gymnasiums.  Christian  Association  halls  and  elsewhere  in  the  city  and 
suburbs.  The  administration  reserves  the  right  to  change  the  place  of  meeting 
of   any  course  or  section  as  circumstances  may  warrant. 

Days  and  Hours  of  Instruction 

Classes  will  meet  (chiefly)  on  Tuesday  and  Thursday  afternoons  (at  4:30 
o'clock  and  after),  on  week  day  evenings  (7:30  and  after),  and  on  Saturday 
mornings  (9  to  12).  The  days  and  hours  are  given  in  the  announcement  of 
specific  courses  in  the  accompanying  folder.  The  administration  reserves  the 
right  to  change  the  hour  for  the  meeting  of  any  class  or  section  as  circum- 
stances may  warrant. 

Examinations  and  Graduate  Credit  Assignments 

A  final  examination  of  one  class  period  in  length  is  required  in  each 
course  yielding  one  or  more  units  of  credit.  A  typewritten  copy  of  the  exam- 
ination questions  properly  labelled  as  to  course  and  code  number  shall  be 
filed  with  the  Registrar  along  with  the  final  class  reports  of  the  instructor. 

In  the  case  of  each  student  seeking  graduate  credit  a  copy  of  the  paper 
or  other  material  presented  in  fulfilment  of  the  "additional  research"  require- 
ment properly  labelled  as  to  course  and  code  number  and  bearing  the  name 
of  the  instructor  approving  shall  be  filed  with  the  Registrar  along  with  the 
final  class  reports  of  such  students. 

Free  Public  Lectures  and  Social  Events 

On  several  occasions  during  the  year  free  public  lectures  by  men  and 
women  of  the  highest  standing  will  be  given  (the  time  and  place  to  be  an- 
nounced later)  and  at  least  one  social  program  for  the  students  and  faculty 
will  be  held  in  the  gymnasium  of  the  University  (time  to  be  announced  later) 
under  the  auspices  of  the  Joint  Conference  Committee. 

Changes  in  the  Roster  of  Courses 

The  right  is  expressly  reserved  by  the  administration  to  cancel  any  course 
or  section  if  the  enrollment,  by  the  close  of  the  third  meeting,  is  not  sufficient 


OF  TEACHERS  IN   CLEVELAND  85 

to  warrant  its  continuance  or  at  any  other  time  for  any  cause  which  may 
make  such  action  expedient  or  necessary.  Additional  courses  may  be  provided 
if  a  sufficient  demand  exists. 

Request  from  the  Joint  Conference  Committee 

This  announcement  contains  all  the  regulations  necessary  at  the  time  of 
its  issue,  for  the  operation  and  administration  of  the  Extension  Courses  for 
Teachers  to  be  given  during  the  year  by  the  Joint  Conference  Committee  of 
the  Cleveland  School  of  Education  and  Western  Reserve  University.  All 
supplementary  announcements,  whether  printed  or  mimeographed,  should  be 
filed  with  this  folder.  They  will  all  be  useful  for  reference  during  the  year 
and  in  the  future.  Watch  "School  Topics"  and  the  Superintendent's  Weekly 
Bulletin  for  special  announcements. 


For  further  information  address 

The  Registrar 

Cleveland  School  of  Education 

Stearns  Rd.  and  E.  109th  St. 

Cleveland,  O. 

Bell   Phone,   Cedar  2100  Cuyahoga   Phone,    Princeton   808 


I 


THE   PROFESSIONAL  EDUCATION    OF  TEACHERS  IN  CLEVELAND       87 

APPENDIX  C 


REQUIREMENTS  GOVERNING  THE  GRANTING  OF  THE 
DEGREE  OF  BACHELOR  OF  EDUCATION 

by 

WESTERN  RESERVE  UNIVERSITY 

The  following  requirements  shall  be  in  effect  governing  candidacy  for  and 
granting  of  the  degree  of  Bachelor  of  Education  for  the  school  year  1921-22 
(subject  to  revision  in  succeeding  years)  : 

I.  Admission  Requirements. 

1.  Applicants  for  admission  to  candidacy  for  the  degree  of  Bachelor  of 
Education  must  present  a  certificate  of  graduation  from  an  approved 
four-year  high  school  course  or  its  equivalent  and  in  the  case  of  candi- 
dates having  less  than  two  years  of  successful  teaching  experience,  may 
be  required  to  give  evidence  of  having  ranked  in  the  upper  two-thirds 
of  the  class  in  which  they  were  graduated. 

2.  Applicants  for  admission  to  candidacy  for  the  degree  of  Bachelor 
of  Education  who  have  completed  the  full  requirements  for  the  one- 
year,i  one  and  one-half  year,^  or  two-year  Normal  diploma  by  actual 
and  full  residence  in  the  Normal  Department  or  Junior  Teachers 
College  of  the  Cleveland  School  of  Education  and  have  received  the 
diploma  of  this  department,  are  admitted  to  candidacy  for  the  degree 
of  Bachelor  of  Education  with  advanced  standing. 

3.  Applicants  for  admission  to  candidacy  for  the  degree  of  Bachelor  of 
Education  presenting  credentials  indicating  the  satisfactory  completion 
of  not  less  than  one  full  term  or  semester  of  residence  work  in  any 
other  approved  institution  of  Normal  or  Collegiate  grade  are  admitted 
to  candidacy  with  advanced  standing. 

II.  Application  for  Candidacy. 

1.  The  student  shall  present  formal  written  application  for  admission  to 
candidacy  for  the  degree,  and  shall  have  this  application  accepted  prior 
to  the  opening  of  the  academic  year  in  which  the  degree  is  to  be  granted. 

III.  Residence  Requirements. 

1.  Of  the  total  126  semester  hours  required  for  the  degree  of  Bachelor  of 
Education  each  applicant  accepted  for  the  degree  during  the  year 
1921-22  shall  be  required  to  present  not  less  than  30  semester  hours 
credit  in  courses  of  Senior  College  grade  and  character  yielding  credit 
toward  the  degree  of  Bachelor  of  Education  and  accepted  as  "residence 
credits"  in  Western  Reserve  University. 

2.  During  the  current  year,  applicants  for  the  degree  who  are  unable  to 
present  a  total  of  30  semester  hours  of  such  "residence  credits"  may 
Upon  recommendation  of  the  chairmen  of  the  Divisions  concerned  be 
permitted  to  substitute  non-residence  credits  to  the  extent  of  15  semester 
hours  upon  passing  a  satisfactory  examination  in  the  non-residence 
courses  offered,  before  the  appropriate  divisions. 

IV.  Curriculum   Requirements. 

The  degree  of  Bachelor  of  Education  is  conferred  by  the  University  when 
the  student  has  received   126  semester  hours  credit  and  has  met  the 
following  requirements : 
1,  2  Formerly   Offered. 


88  THE  PROFESSIONAL  EDUCATION 

1.  General  Requirements. 

Each  candidate  is  required  to  present 

(a)  in  the  Division  of  Education,  not  less  than  18  semester  hours. 
The  following  or  equivalent  are  required  courses  in  this  Division : 

Education  1 — Introductory  Survey  of  Education,  2  semester 
hours. 

Education  11 — The  Curriculum,  Its  Content  and  Organization, 
2  semester  hours. 

Education  12 — Class  Room  Management  and  Procedure,  2 
semester  hours. 

Education  13 — The  Organization  and  Administration  of  a  City 
School  System,  2  semester  hours. 

Education  31 — Introductory  Course  in  Tests  and  Measure- 
ments, 2  semester  hours. 

Education  63 — Supervision  of  Class  Room  Instruction,  2 
semester  hours. 

Education  70 — Practice  Teaching,  6  semester  hours. 

(b)  in  the  Division  of  English,  not  less  than  10  semester  hours.    The 
following  or  equivalent  are  required  courses  in  this  Division : 

English     1 — Principles  of  English  Composition,  I,  2  semester 

hours. 
English    2 — Principles  of  English  Composition,  II,  2  semester 

hours. 
English  10 — Survey  of  English  Literature,  2  semester  hours. 
English  11 — American  Literature,  2  semester  hours. 

English  20 — Shakespeare  and  Elizabethan  Drama,  2  semester 
hours. 

(c)  in  the  Division  of  Psychology,  not  less  than  6  semester  hours. 
The  following  or  equivalent  are  required  courses  in  this  Division : 

Psychology  20 — Introductory    Course    in    the    Psychology    of 

Learning,  2  semester  hours. 
Psychology  21 — The    Psychology  of   Learning  in   Relation  to 

Elementary     School     Subjects,     2     semester 

hours. 
Or 
Psychology  22 — The   Psychology  of   Learning  in   Relation  to 

Secondary     School     Subjects,     2     semester 

hours. 
Psychology    30 — The    Psychology    of    Childhood,    2    semester 

hours. 
Or 
Psychology  31 — The    Psychology   of    Adolescence,   2   semester 

hours. 

2.  Concentration  Requirement. 

In  addition  to  the  above  requirement,  each  candidate  shall  be  required 
to  present: 

(a)  A  major  sequence  of  not  less  than  16  semester  hours  credit  as 
approved  by  the  chairman  concerned  in  any  one  of  the  following 
divisions : 


II 


OF  TEACHERS  IN   CLEVELAND  89 

Art 

Biology 

Chemistry 

Classical  Languages  and  Literature 

Commerce 

Economics 

Education 

English   Language   and   Literature 

Geography  and  Astronomy 

Geology  and   Mineralogy 

Germanic  Language  and  Literature 

Health  and  Recreation 

History 

Home  Economics 

Mathematics 

Music 

Philosophy 

Physics 

Political   Science 

Psychology 

Romance  Languages  and  Literature 

Sociology 

Trades  and  Industry 

Upon  recommendation  of  the  chairman  of  the  division  not  more 
than  6  semester  hours  of  the  total  16  may  be  taken  in  a  related 
division. 

(b)  A  minor  sequence  of  not  less  than  10  semester  hours  as  approved 
by  the  chairman  concerned  in  any  one  other  of  the  above  divisions. 

Distribution   Requirement. 

Each  candidate  shall  be  required  to  present  not  less  than  8  semester 
hours  credit  in  each  of  at  least  3  of  the  following  groups,  making  a 
total  of  not  less  than  24  semester  hours  in  all. 

(a)  Art  and  Music  Group  (the  Divisions  of  Art  and  Music). 

(b)  Foreign  Language  Group  (the  Divisions  of  Classical  Languages 
and  Literatures,  Germanic  Language  and  Literature,  Romance 
Languages  and  Literatures — All  8  semester  hours  to  be  in  one 
language). 

(c)  Health  and  Recreation  Group  (the  Division  of  Health  and  Rec- 
reation). 

(d)  Home  Economics  Group  (the  Division  of  Home  Economics). 

(e)  Mathematics,  Natural  and  Physical  Science  Group  (the  Divisions 
of  Mathematics.  Biology,  Chemistry,  Geography  and  Astronomy, 
Geology  and  Mineralogy). 

(f)  Social  Science  Group  (the  Divisions  of  Economics,  History,  Po- 
litical  Science,    Sociology). 

The  major  sequence  of  16  semester  hours  and  the  minor  sequence 
of  10  semester  hours  as  required  in  IV,  2,  above,  may  with 
the  approval  of  the  chairman  of  these  divisions  be  counted 
as  meeting  in  part  this  distribution  requirement. 


90  THE   PROFESSIONAL  EDUCATION 

4.  Free  Elkction   Requirement. 

(a)  The  remaining  semester  hours  of  credit  necessary  to  receive  the 
degree  are  left  to  the  election  of  the  student  with  the  under- 
standing that  those  courses  will  be  chosen  which  meet  the  needs 
of  the  student  and  which  give  evidence  of  a  definite  plan  on  the 
part  of   the   student    for   preparation   in   certain   lines   of   work. 

(b)  Not  more  than  18  semester  hours  in  any  Division  in  addition  to 
courses  taken  to  meet  the  requirements  stated  in  IV,  1,  2,  3, 
above,  may  count  toward  the  degree  of  Bachelor  of  Education. 

5.  Grade  Requirement. 

Candidates  to  receive  the  degree  must  have  a  grade  of  "F"  or  above 
(on  the  scale:  "D" — failed,  "P,"  "F,"  "G,"  "E" — highest)  in  not  less 
than  75  per  cent  of  the  total  number  of  credits  presented  for  the 
degree. 

6.  Examination  Requirement. 

Each  candidate  shall  be  required  to  pass  a  satisfactory  oral  or  written 
examination  in  both  his  major  sequence  and  minor  sequence  before 
the  divisions  concerned. 

V.  Miscellaneous  Requirements. 

1.  The  administration  of  the  Senior  Teachers  College  reserves  the  right 
in  the  case  of  any  candidate  to  limit  the  period  within  which  the  can- 
didate may  qualify  for  the  degree  on  the  basis  of  the  requirements  in 
force  at  the  time  of  admission  to  candidacy. 

2.  Candidates  for  the  degree  may  be  required  to  present  satisfactory  evi- 
dence of  not  less  than  2  years  of  successful  teaching,  administrative  or 
supervisory  experience   in  school  work. 

3.  The  graduation  fee,  including  diploma,  is  $10.00.  Of  this  amount,  $1.00 
is  due  and  payable  at  the  time  the  student  makes  formal  application  for 
admission  to  candidacy  for  the  degree.  (No  refund  is  made  of  this 
initial  payment.) 


OF  TEACHERS  IN   CLEVELAND  91 


APPENDIX  D 


REQUIREMENTS     GOVERNING     THE     GRANTING     OF     THE 
DEGREE  OF  MASTER  OF  ARTS  IN  EDUCATION 

by 
WESTERN  RESERVE  UNIVERSITY 

The  following  requirements  shall  be  in  efifect  governing  candidacy  for  and 
granting  of  the  degree  of  Master  of  Arts  in  Education  for  the  school  year 
1921-22  (subject  to  revision  in  succeeding  years)  : 

I.  Admission  Requirements. 

1.  Applicants  for  admission  to  candidacy  for  the  degree  of  Master  of  Arts 
in  Education  must  hold  a  Bachelor's  Degree  from  an  approved  institu- 
tion. A  detailed  statement  of  the  undergraduate  work  on  the  basis  of 
which  the  Bachelor's  Degree  was  granted  may  be  required. 

II.  Application  for  Candidacy. 

1.  Application  for  admission  to  candidacy  for  the  degree  must  be  made 
on  the  blank  provided  for  that  purpose  in  the  office  of  the  Registrar, 
and  must  be  approved  at  least  one  semester  prior  to  the  date  on  which 
the  degree  may  be  granted. 

III.  Residence  Requirements. 

1.  Of  the  total  26  semester  hours  required  for  the  degree  of  Master  of 
Arts  in  Education  each  applicant  accepted  for  the  degree  during  the 
current  year  1921-22  shall  be  required  to  present  not  less  than  14  semes- 
ter hours  credit  in  courses  of  graduate  grade  and  character,  yielding 
credit  toward  the  degree  of  Master  of  Arts  in  Education  and  accepted 
as  "residence  credits"  in  Western  Reserve  University. 

2.  During  the  current  year  applicants  for  the  degree  who  are  unable  to 
present  a  total  of  14  semester  hours  of  such  residence  credits  may  upon 

recommendation  of  the  chairmen  of  the  Divisions  concerned  be  per- 
mitted to  substitute  non-residence  credits  to  the  extent  of  8  semester 
hours  upon  passing  a  satisfactory  examination  in  the  non-residence 
courses  concerned  before  the  appropriate  divisions. 

IV.  Curriculum  Requirements. 

The  degree  of  Master  of  Arts  in  Education  is  conferred  by  the  University 
when  the  student  has  received  26  semester  hours  of  graduate  credit 
and  has  met  the  following  specific  requirements : 

1.     Sequence  Requirement. 

(a)  Major  Sequence 

Each  candidate  for  the  degree  must  present  a  major  sequence 
of  not  less  than  14  semester  hours  credit  in  some  one  division. 
This  sequence  must  have  the  approval  of  the  division  chairman. 

(b)  Minor   Sequence 

The  candidate  must  present  one  minor  sequence  of  not  less 
than  6  semester  hours  credit.  This  sequence  must  have  the 
approval  of  the  chairman  of  both  the  division  in  which  the  major 
sequence  is  taken  and  the  division  in  which  the  minor  sequence 


92        THE  PROFESSIONAL  EDUCATION    OF  TEACHERS  IN   CLEVELAND 

is  taken.  This  sequence  must  be  taken  in  the  Division  of  Educa- 
tion, provided  the  major  sequence  has  not  been  taken  in  that 
division  and  provided  further  the  candidate  has  not  presented  the 
equivalent  of  6  semester  hours  in  Education  in  undergraduate 
courses. 

2.  Free  Election  Requirement. 

The  remaining  6  semester  hours  credit  are  left  to  the  election  of  the 
candidate  subject  to  the  approval  of  the  chairman  of  the  division 
in  which  the  candidate  is  taking  his  major  sequence. 

3.  Grade  Requirement. 

No  course  completed  with  a  grade  below  "F"  (on  the  scale :  "D" — 
failed,  "P,"  "F,"  "G,"  "E," — highest)  may  count  toward  the 
Master's  Degree. 

4.  Examination  and  Thesis  Requirement. 

Each  candidate  having  fulfilled  the  requirements  stated  in  IV,  1,  2,  and 
3  above,  may  qualify  for  the  degree  in  either  of  two  ways — sub- 
ject to  the  recommendation  of  the  Division  of  Instruction  in 
which  the  major  sequence  is  taken. 

(1)  The  candidate  shall  be  required  to  pass  a  comprehensive  examina- 
tion on  his  major  and  minor  sequences  before  the  divisions  con- 
cerned.    Or, 

(2)  The  candidate  shall  be  required  to  present  a  satisfactory  thesis  on 
some  subject  in  the  general  field  of  his  major  sequence.  This 
subject  must  be  approved  by  the  division  chairman  at  least  one 
semester  before  graduation,  and  the  thesis  in  final  form  submitted 
to  the  division  at  least  6  weeks  before  the  degree  is  conferred. 
Five  copies  of  the  thesis  in  typewritten  form  must  be  in  the  office 
of  the  Registrar  at  least  one  week  before  the  date  of  graduation. 

V.  General  Requirements. 

1.  The  administration  of  the  Senior  Teachers  College  reserves  the  right 
in  the  case  of  any  candidate  to  limit  the  period  within  which  the  candi- 
date may  qualify  for  the  degree  on  the  basis  of  the  requirements  in 
force  at  the  time  of  admission  to  candidacy. 

2.  Candidates  for  the  degree  may  be  required  to  present  satisfactory  evi- 
dence of  not  less  than  2  years  of  successful  teaching,  administrative  or 
supervisory  experience  in  school  work. 

3.  The  graduation  fee,  including  diploma,  is  $10.00.  Of  this  amount  $1,00. 
is  due  and  payable  at  the  time  the  student  makes  formal  application  for 
admission  to  candidacy  for  the  degree.  (No  refund  is  made  of  this 
initial  payment.) 


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